Elementary Teachers’ Planning of Culturally Relevant Computer Science Lessons

• In Event: STEM/Multi Learning Spaces

Abstract

An often overlooked but important component of understanding how to support teachers to enact computer science (CS) instruction is investigating how they plan CS activities. This study investigates how teachers in a research-practitioner partnership (RPP) plan to integrate culturally relevant computer science into their lessons. Teacher interviews were analyzed using a framework of persistent challenges that teachers confront when planning and enacting instruction. Findings include that teachers were capable of anticipating and overcoming challenges of supporting students with basic technology skills. However, results also highlight that teachers planning CS instruction may need additional support to anticipate ways to assess student thinking, strategies for managing student behavior, and to develop and reach their personal goals for implementing culturally relevant CS lessons.

Authors

• Sarah Lilly Deans, University of Virginia

• Eric Bredder, University of Virginia

• Jennifer L. Chiu, University of Virginia

• Anita Crowder, Illustrative Mathematics