Document Type

Article

Journal/Book Title/Conference

Computer Science Education

Volume

30

Issue

3

Publisher

Routledge

Publication Date

9-3-2020

First Page

1

Last Page

22

Abstract

Background and context

Promoting open-ended projects presents new opportunities and challenges for inclusive teaching in CS classrooms. While efforts have been made to develop inclusive curricula, little research has focused on ways teachers apply curricula in their classrooms to promote inclusion.

Objective

To understand the challenges faced in facilitating an open-ended unit and the pedagogical strategies enacted to address those challenges, we analyze the self-reported teaching practices that experienced teachers developed in their implementation of a constructionist electronic textiles unit in Exploring Computer Science.

Method

We inductively analyzed and coded 17 experienced teachers’ weekly surveys and post-interviews.

Findings

Teachers leveraged local resources and contexts to adapt classroom activities as well as developed new perspectives on computing as ways to foster inclusivity.

Implications

We propose further opportunities for CS teachers to consciously reflect and draw upon the assets and funds of knowledge of their students’ communities when facilitating open-ended, inclusive activities.

Comments

This is an Accepted Manuscript version of the following article, accepted for publication in Computer Science Education. Shaw, M., Fields, D. A., & Kafai, Y. B. (2020). Leveraging local resources and contexts for inclusive computer science classrooms: Reflections from experienced high school teachers implementing electronic textiles. Computer Science Education, 30(3), 313-336. It is deposited under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited.

Available for download on Thursday, March 03, 2022

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