Building Teacher Capacity for Culturally Responsive Computing in Indigenous-Serving Schools (Stage 2, 9:59 AM)

• In Event: e-Lightning Ed-Talk Session 7 - Stage 2

Abstract

This paper examines a two-year professional development (PD) program supporting K–12 educators in Indigenous-serving schools to develop and implement culturally responsive computing (CRC) instruction. Using qualitative data from teacher interviews, surveys, and lesson plans, it explores how sustained PD impacts teachers’ understanding, practices, and ability to incorporate Indigenous culture into CS education. Results show that long-term PD increased educators’ confidence and creativity, enabled iterative lesson design responsive to students’ culture, and fostered a professional learning community. Teachers faced ongoing challenges, such as limited infrastructure, misalignment with standardized assessments, and navigating tribal sovereignty and cultural protocols, highlighting the need for community-engaged, locally grounded PD.

Authors

• Wei Yan, Northern Arizona Unviersity

• Priyanka Parekh, Northern Arizona University

• Ashish Amresh, Northern Arizona University

• Paige Prescott, Computer Science Alliance

• Arden Day, Northern Arizona University

• Jeffrey Hovermill, Northern Arizona University