Planned Use and Perceived Challenges of Equitable Computer Science Teaching Strategies With K–8 Teachers

• In Event: Centering Equity in STEM+C Education

Abstract

Despite national emphasis and importance of equitable computer science (CS) opportunities in K-8 school settings, little research has explored how to support K-8 teachers to integrate CS concepts into their instruction. This paper explores the kinds of equitable teaching strategies that teachers plan to enact and teachers’ perceived challenges to use equitable teaching strategies in their classrooms. Through analysis of lesson plans, discussion board posts, and reflection journals from a 4-week professional development workshop, results demonstrated that most teachers chose strategies to reduce pigeonholing and implicit bias, but also perceived strategies to reduce implicit bias as the most challenging. Findings provide insight into how to support K-8 teachers to provide equitable and integrated CS learning experiences.

Authors

• Kim Wilkens, University of Virginia

• Eric Bredder, University of Virginia

• Jennifer L. Chiu, University of Virginia