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This study investigates elementary students’ coding attitudes and interests after experiencing computational thinking (CT) and culturally responsive pedagogy (CRP) integrated lessons in their classrooms. Their teachers attended a professional development program in the summer to develop CT and CRP integrated lessons for the school year. Fifty-eight students spread across seven teachers’ classrooms were interviewed post lesson implementation. By abductively coding interviews, developing summaries, and refining insights through peer debrief, findings demonstrate that most students enjoyed the lessons and were interested in coding in the future. Nonetheless, few said the lessons were relevant to their lives. This suggests that integrated CT and CRP lessons can increase elementary student interest in coding, but teachers need more support leveraging student backgrounds in instruction.