Catalytic Power of Technology to Promote Inclusive Education in Computer Science Education

• In Event: Equity in Computer Science Education

Abstract

Students with special needs are often not exposed to computer science learning opportunities, primarily because their teachers are not prepared to teach these concepts in inclusive classrooms. This reality presents an equity issue that is addressed in the research below: the adaptation of a research-based professional development model for special education teachers which helps them learn to design inquiry-based learning experiences with the use of assistive technology (AT). Using a mixed methods approach, the effectiveness of the Instructional Approaches for Meaningful Learning (IAMI, a pseudonym) is explored. The results show that, while teachers successfully utilized AT to design inquiry-based learning experiences in Computer Science, more school and resource supports are needed to fully implement a curriculum.

Authors

• Xiaoxue Du, MIT Media Lab

• Ellen B. Meier, Teachers College, Columbia University