Pub Date : 2024-02-01DOI: 10.26716/jcsi.2024.02.01.44
Robert Schwarzhaupt, Alexsandra Galanis, Joanna Goode, Kate Blanchard, Jill Bowdon, Joseph P. Wilson
Teacher shortages in K–12 computer science (CS) education negatively impact students’ access to CS courses, exposure to CS concepts, and interest in CS-related careers. To address CS teacher shortages, this study seeks to understand factors related to expressing a preference to teach CS among prospective teachers. The study team analyzed data from 27,700 prospective teacher applications accepted into the 2016–2020 Teach For America (TFA) corps (cohorts). The TFA corps is an alternative teacher development program that recruits and prepares participants to obtain their teaching certification while they work for at least two years in underserved communities on a temporary teaching license. Study results show that earning at least one postsecondary CS credit and majoring in CS are positively associated with these prospective teachers’ preference to teach CS. Findings indicate that among these accepted TFA applicants, a larger proportion of male applicants and racially minoritized applicants earned a postsecondary CS credit, majored in CS, and preferred to teach CS compared with female applicants and racially non-minoritized applicants. This study lays the foundation for future explorations of whether early exposure to CS could increase prospective teachers’ interest in teaching CS and reduce CS teacher shortages in K-12 settings. Findings from this study can also serve as a precursor to developing policies that result in a CS teacher workforce that is more representative of students enrolled in K-12 public schools.
{"title":"Broadening Participation of Teachers in Computing: Examining Postsecondary Educational Experiences and Prospective Educators’ CS Teaching Interests","authors":"Robert Schwarzhaupt, Alexsandra Galanis, Joanna Goode, Kate Blanchard, Jill Bowdon, Joseph P. Wilson","doi":"10.26716/jcsi.2024.02.01.44","DOIUrl":"https://doi.org/10.26716/jcsi.2024.02.01.44","url":null,"abstract":"Teacher shortages in K–12 computer science (CS) education negatively impact students’ access to CS courses, exposure to CS concepts, and interest in CS-related careers. To address CS teacher shortages, this study seeks to understand factors related to expressing a preference to teach CS among prospective teachers. The study team analyzed data from 27,700 prospective teacher applications accepted into the 2016–2020 Teach For America (TFA) corps (cohorts). The TFA corps is an alternative teacher development program that recruits and prepares participants to obtain their teaching certification while they work for at least two years in underserved communities on a temporary teaching license. Study results show that earning at least one postsecondary CS credit and majoring in CS are positively associated with these prospective teachers’ preference to teach CS. Findings indicate that among these accepted TFA applicants, a larger proportion of male applicants and racially minoritized applicants earned a postsecondary CS credit, majored in CS, and preferred to teach CS compared with female applicants and racially non-minoritized applicants. This study lays the foundation for future explorations of whether early exposure to CS could increase prospective teachers’ interest in teaching CS and reduce CS teacher shortages in K-12 settings. Findings from this study can also serve as a precursor to developing policies that result in a CS teacher workforce that is more representative of students enrolled in K-12 public schools.","PeriodicalId":73688,"journal":{"name":"Journal of computer science integration","volume":"45 33","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139829802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-01DOI: 10.26716/jcsi.2024.02.01.44
Robert Schwarzhaupt, Alexsandra Galanis, Joanna Goode, Kate Blanchard, Jill Bowdon, Joseph P. Wilson
Teacher shortages in K–12 computer science (CS) education negatively impact students’ access to CS courses, exposure to CS concepts, and interest in CS-related careers. To address CS teacher shortages, this study seeks to understand factors related to expressing a preference to teach CS among prospective teachers. The study team analyzed data from 27,700 prospective teacher applications accepted into the 2016–2020 Teach For America (TFA) corps (cohorts). The TFA corps is an alternative teacher development program that recruits and prepares participants to obtain their teaching certification while they work for at least two years in underserved communities on a temporary teaching license. Study results show that earning at least one postsecondary CS credit and majoring in CS are positively associated with these prospective teachers’ preference to teach CS. Findings indicate that among these accepted TFA applicants, a larger proportion of male applicants and racially minoritized applicants earned a postsecondary CS credit, majored in CS, and preferred to teach CS compared with female applicants and racially non-minoritized applicants. This study lays the foundation for future explorations of whether early exposure to CS could increase prospective teachers’ interest in teaching CS and reduce CS teacher shortages in K-12 settings. Findings from this study can also serve as a precursor to developing policies that result in a CS teacher workforce that is more representative of students enrolled in K-12 public schools.
{"title":"Broadening Participation of Teachers in Computing: Examining Postsecondary Educational Experiences and Prospective Educators’ CS Teaching Interests","authors":"Robert Schwarzhaupt, Alexsandra Galanis, Joanna Goode, Kate Blanchard, Jill Bowdon, Joseph P. Wilson","doi":"10.26716/jcsi.2024.02.01.44","DOIUrl":"https://doi.org/10.26716/jcsi.2024.02.01.44","url":null,"abstract":"Teacher shortages in K–12 computer science (CS) education negatively impact students’ access to CS courses, exposure to CS concepts, and interest in CS-related careers. To address CS teacher shortages, this study seeks to understand factors related to expressing a preference to teach CS among prospective teachers. The study team analyzed data from 27,700 prospective teacher applications accepted into the 2016–2020 Teach For America (TFA) corps (cohorts). The TFA corps is an alternative teacher development program that recruits and prepares participants to obtain their teaching certification while they work for at least two years in underserved communities on a temporary teaching license. Study results show that earning at least one postsecondary CS credit and majoring in CS are positively associated with these prospective teachers’ preference to teach CS. Findings indicate that among these accepted TFA applicants, a larger proportion of male applicants and racially minoritized applicants earned a postsecondary CS credit, majored in CS, and preferred to teach CS compared with female applicants and racially non-minoritized applicants. This study lays the foundation for future explorations of whether early exposure to CS could increase prospective teachers’ interest in teaching CS and reduce CS teacher shortages in K-12 settings. Findings from this study can also serve as a precursor to developing policies that result in a CS teacher workforce that is more representative of students enrolled in K-12 public schools.","PeriodicalId":73688,"journal":{"name":"Journal of computer science integration","volume":"34 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139889672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-17DOI: 10.26716/jcsi.2023.10.17.40
Heidi Clark, Symone Gyles, Imelda Nava-Landeros
This study documents novice science and math teachers’ developing pedagogical approaches to integrating computational thinking (CT) and data into their courses to support educational equity and social justice. The 10 novice teacher candidates (TCs) studied were part of an urban teacher residency program that empowered them with an asset-based pedagogy we describe as “CT for Equity.” Drawing on coursework and interviews as data, we asked three questions: What are teachers’ conceptions of CT? What are their CT instructional practices? And how did their students respond to those practices? To explore conceptions of CT, we used Kafai et al.’s (2020) articulation of three frames of CT – cognitive, situated, and critical approaches – and found that the TCs’ conceptions do not narrowly fit into one of the three frames, but rather they mix and match components of the perspectives to support a range of student outcomes, from transferable skills to preparing youth to explore social justice issues. We also identified a small but powerful set of core practices that the teachers used to support learning outcomes, including integrating data on locally and socially relevant issues. We present group-level trends and three classroom stories, or profiles of practice, to illustrate the generative ways TCs blended priorities from the three frames in instruction. The diversity in the TCs’ conceptions and practices deepens understandings of asset-based pedagogies in CT by shining light on the rich and varied ways that math and science teachers meet the needs of their minoritized students.
{"title":"Teacher Candidates’ Conceptions and Practices of Computational Thinking for Equity","authors":"Heidi Clark, Symone Gyles, Imelda Nava-Landeros","doi":"10.26716/jcsi.2023.10.17.40","DOIUrl":"https://doi.org/10.26716/jcsi.2023.10.17.40","url":null,"abstract":"This study documents novice science and math teachers’ developing pedagogical approaches to integrating computational thinking (CT) and data into their courses to support educational equity and social justice. The 10 novice teacher candidates (TCs) studied were part of an urban teacher residency program that empowered them with an asset-based pedagogy we describe as “CT for Equity.” Drawing on coursework and interviews as data, we asked three questions: What are teachers’ conceptions of CT? What are their CT instructional practices? And how did their students respond to those practices? To explore conceptions of CT, we used Kafai et al.’s (2020) articulation of three frames of CT – cognitive, situated, and critical approaches – and found that the TCs’ conceptions do not narrowly fit into one of the three frames, but rather they mix and match components of the perspectives to support a range of student outcomes, from transferable skills to preparing youth to explore social justice issues. We also identified a small but powerful set of core practices that the teachers used to support learning outcomes, including integrating data on locally and socially relevant issues. We present group-level trends and three classroom stories, or profiles of practice, to illustrate the generative ways TCs blended priorities from the three frames in instruction. The diversity in the TCs’ conceptions and practices deepens understandings of asset-based pedagogies in CT by shining light on the rich and varied ways that math and science teachers meet the needs of their minoritized students.","PeriodicalId":73688,"journal":{"name":"Journal of computer science integration","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136032986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-21DOI: 10.26716/jcsi.2023.9.21.41
Sharin Rawihya Jacob, Mark Warschauer
While computer science identity development has been examined in several studies, there is much to learn about the development of multilingual students’ computer science (CS) identities. To develop strong CS identities, multilingual students must engage in culturally and linguistically sustaining curriculum, pedagogy, and interaction that draws from their rich and varied resources. This theoretical paper is grounded in a justice-centered, asset-based framework that views the traditions and practices in students’ cultures and communities as strong contributors to knowledge construction in STEM. We draw on multiple studies exploring multilingual student CS identity development to better understand how their personal, familial, community-based, and intersectional experiences can be leveraged to promote equitable CS participation. Based on a synthesis of these studies, we find that educators should engage in the following practices: 1) leveraging multilingual students’ multiple meaning-making resources, 2) connecting classroom learning to informal learning spaces, 3) providing broader contexts for disciplinary practices, 4) offering multiple opportunities for self-expression, and 5) drawing on multilingual students’ strong intersectional identities. Through these practices, we discuss how researchers, practitioners, and policymakers can strengthen multilingual students’ disciplinary identification and overall persistence in CS.
{"title":"Asset-based Approaches to Multilingual Students’ Computer Science Identity Development","authors":"Sharin Rawihya Jacob, Mark Warschauer","doi":"10.26716/jcsi.2023.9.21.41","DOIUrl":"https://doi.org/10.26716/jcsi.2023.9.21.41","url":null,"abstract":"While computer science identity development has been examined in several studies, there is much to learn about the development of multilingual students’ computer science (CS) identities. To develop strong CS identities, multilingual students must engage in culturally and linguistically sustaining curriculum, pedagogy, and interaction that draws from their rich and varied resources. This theoretical paper is grounded in a justice-centered, asset-based framework that views the traditions and practices in students’ cultures and communities as strong contributors to knowledge construction in STEM. We draw on multiple studies exploring multilingual student CS identity development to better understand how their personal, familial, community-based, and intersectional experiences can be leveraged to promote equitable CS participation. Based on a synthesis of these studies, we find that educators should engage in the following practices: 1) leveraging multilingual students’ multiple meaning-making resources, 2) connecting classroom learning to informal learning spaces, 3) providing broader contexts for disciplinary practices, 4) offering multiple opportunities for self-expression, and 5) drawing on multilingual students’ strong intersectional identities. Through these practices, we discuss how researchers, practitioners, and policymakers can strengthen multilingual students’ disciplinary identification and overall persistence in CS.","PeriodicalId":73688,"journal":{"name":"Journal of computer science integration","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136135884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-21DOI: 10.26716/jcsi.2023.9.21.42
Joseph Wilson, Kathryn Rich, Jared O'Leary, Veronica Miller
Three Northern Arapaho and Eastern Shoshone–serving districts formed a researcher–practitioner partnership with the Wyoming Department of Education, the American Institutes for Research®, and BootUp Professional Development to advance the computer science (CS) education of their elementary students in ways that strengthen their Indigenous identities and knowledges. In this paper, we share experiences from 2019 to 2022 with our curriculum development, professional development (PD), and classroom implementation. The researcher–practitioner partnership developed student and teacher materials to support elementary CS lessons aligned to Wyoming’s CS standards and “Indian Education for All” social studies standards. Indigenous community members served as experts to codesign culturally relevant resources. Teachers explored the curriculum resources during three 4-hour virtual and in-person PD sessions. The sessions were designed to position the teachers as designers of CS projects they eventually implemented in their classrooms. Projects completed by students included simulated interviews with Indigenous heroes and animations of students introducing themselves in their Native languages. Teachers described several positive effects of the Scratch lessons on students, including high engagement, increased confidence, and successful application of several CS concepts. The teachers also provided enthusiastic positive reviews of the ways the CS lessons allowed students to explore their Indigenous identities while preparing to productively use technology in their futures. The Wind River Elementary CS Collaborative is one model for how a researcher–practitioner partnership can utilize diverse forms of expertise, ways of knowing, and Indigenous language to engage in curriculum design, PD, and classroom implementation that supports culturally sustaining CS pedagogies in Indigenous communities.
{"title":"Wind River Elementary Computer Science Collaborative: Connecting Computer Science and Indigenous Identities and Knowledges on the Wind River Reservation","authors":"Joseph Wilson, Kathryn Rich, Jared O'Leary, Veronica Miller","doi":"10.26716/jcsi.2023.9.21.42","DOIUrl":"https://doi.org/10.26716/jcsi.2023.9.21.42","url":null,"abstract":"Three Northern Arapaho and Eastern Shoshone–serving districts formed a researcher–practitioner partnership with the Wyoming Department of Education, the American Institutes for Research®, and BootUp Professional Development to advance the computer science (CS) education of their elementary students in ways that strengthen their Indigenous identities and knowledges. In this paper, we share experiences from 2019 to 2022 with our curriculum development, professional development (PD), and classroom implementation. The researcher–practitioner partnership developed student and teacher materials to support elementary CS lessons aligned to Wyoming’s CS standards and “Indian Education for All” social studies standards. Indigenous community members served as experts to codesign culturally relevant resources. Teachers explored the curriculum resources during three 4-hour virtual and in-person PD sessions. The sessions were designed to position the teachers as designers of CS projects they eventually implemented in their classrooms. Projects completed by students included simulated interviews with Indigenous heroes and animations of students introducing themselves in their Native languages. Teachers described several positive effects of the Scratch lessons on students, including high engagement, increased confidence, and successful application of several CS concepts. The teachers also provided enthusiastic positive reviews of the ways the CS lessons allowed students to explore their Indigenous identities while preparing to productively use technology in their futures. The Wind River Elementary CS Collaborative is one model for how a researcher–practitioner partnership can utilize diverse forms of expertise, ways of knowing, and Indigenous language to engage in curriculum design, PD, and classroom implementation that supports culturally sustaining CS pedagogies in Indigenous communities.","PeriodicalId":73688,"journal":{"name":"Journal of computer science integration","volume":"198 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136130871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-18DOI: 10.26716/jcsi.2023.9.18.38
Cliff Freeman, Eli Tucker-Raymond, Juan Gutierrez
In this study, College STEM Literacy Workers act as co-teachers in 9th and 10th grade classrooms alongside mathematics teachers as they both learn to integrate a 30-hour integrated computer science/mathematics curriculum. As part of the curriculum for educator learning, we adapted the Algebra Project’s “Model of Excellence” for culturally relevant-sustaining pedagogies. We used the framework to explore how teachers understand College STEM Literacy Workers’ contributions in the model as well as College STEM Literacy Workers’ own experiences in the classroom. We found that while teachers and College STEM Literacy Workers did not individually instantiate the model of excellence, they were able to achieve its constituent components between them. We explore differences between teachers and College STEM Literacy Workers and the ways in which they worked together. We end with implications for a new model of excellence.
{"title":"Near Peer Pedagogies for Culturally Sustaining Computer Science and Mathematics","authors":"Cliff Freeman, Eli Tucker-Raymond, Juan Gutierrez","doi":"10.26716/jcsi.2023.9.18.38","DOIUrl":"https://doi.org/10.26716/jcsi.2023.9.18.38","url":null,"abstract":"In this study, College STEM Literacy Workers act as co-teachers in 9th and 10th grade classrooms alongside mathematics teachers as they both learn to integrate a 30-hour integrated computer science/mathematics curriculum. As part of the curriculum for educator learning, we adapted the Algebra Project’s “Model of Excellence” for culturally relevant-sustaining pedagogies. We used the framework to explore how teachers understand College STEM Literacy Workers’ contributions in the model as well as College STEM Literacy Workers’ own experiences in the classroom. We found that while teachers and College STEM Literacy Workers did not individually instantiate the model of excellence, they were able to achieve its constituent components between them. We explore differences between teachers and College STEM Literacy Workers and the ways in which they worked together. We end with implications for a new model of excellence.","PeriodicalId":73688,"journal":{"name":"Journal of computer science integration","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135149929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.26716/jcsi.2023.4.17.46
Carla Strickland, Andrea Ramírez-Salgado, Lauren Weisberg, LaToya Chandler, Jeanne Di Domenico, Elizabeth M. Lehman, Maya Israel
As computer science (CS) education becomes more prevalent in K-12 instruction, it is critical for educators, researchers, and curriculum developers to identify culturally responsive and pedagogically inclusive approaches that can increase participation, access, and feelings of belonging for students from historically marginalized communities. In response, we developed an equity-centered curricular framework and illustrative crosswalk that synchronizes three distinct pedagogical approaches: culturally responsive pedagogy (CRP), Universal Design for Learning (UDL), and project-based learning (PBL). We describe the framework’s theoretical underpinnings and explain how this framework informed the development of an integrated elementary science+CS curricular unit and provide examples of its implementation. Next, we describe the relationship between our framework, the integrated curricular unit, and educative materials designed to help teachers use the lessons and transform their practice. Finally, we highlight the framework’s potential for broader implementation in the quest to promote equitable CS instruction grounded in the experiences and perspectives of diverse student populations. The crosswalk is a graphical representation of the framework that communicates relationships amongst the elements in a digestible and practical way. This Equity-Centered Curricular Crosswalk addresses both lesson features and teacher practices, to underscore our belief that the responsibility of equity-based pedagogy should not be solely borne by teachers. As educators, researchers, and curriculum developers consider their interconnected roles and responsibilities in the enactment of CRP and UDL, the crosswalk provides an important link between equity-based instructional theories and the realities of classroom practices.
{"title":"Designing an Equity-Centered Framework and Crosswalk for Integrated Elementary Computer Science Curriculum and Instruction","authors":"Carla Strickland, Andrea Ramírez-Salgado, Lauren Weisberg, LaToya Chandler, Jeanne Di Domenico, Elizabeth M. Lehman, Maya Israel","doi":"10.26716/jcsi.2023.4.17.46","DOIUrl":"https://doi.org/10.26716/jcsi.2023.4.17.46","url":null,"abstract":"As computer science (CS) education becomes more prevalent in K-12 instruction, it is critical for educators, researchers, and curriculum developers to identify culturally responsive and pedagogically inclusive approaches that can increase participation, access, and feelings of belonging for students from historically marginalized communities. In response, we developed an equity-centered curricular framework and illustrative crosswalk that synchronizes three distinct pedagogical approaches: culturally responsive pedagogy (CRP), Universal Design for Learning (UDL), and project-based learning (PBL). We describe the framework’s theoretical underpinnings and explain how this framework informed the development of an integrated elementary science+CS curricular unit and provide examples of its implementation. Next, we describe the relationship between our framework, the integrated curricular unit, and educative materials designed to help teachers use the lessons and transform their practice. Finally, we highlight the framework’s potential for broader implementation in the quest to promote equitable CS instruction grounded in the experiences and perspectives of diverse student populations. The crosswalk is a graphical representation of the framework that communicates relationships amongst the elements in a digestible and practical way. This Equity-Centered Curricular Crosswalk addresses both lesson features and teacher practices, to underscore our belief that the responsibility of equity-based pedagogy should not be solely borne by teachers. As educators, researchers, and curriculum developers consider their interconnected roles and responsibilities in the enactment of CRP and UDL, the crosswalk provides an important link between equity-based instructional theories and the realities of classroom practices.","PeriodicalId":73688,"journal":{"name":"Journal of computer science integration","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69076268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.26716/jcsi.2023.2.22.37
Danielle Scott, Amiee Zou, Sharin Rawhiya Jacob, Debra J. Richardson, M. Warschauer
Women are severely underrepresented in computer science (CS) degrees and careers. While student interest is a key predictor of success, little is known about how elementary students from underserved groups, such as girls, develop their interest in CS. To address this issue, we examined the differences in attitudes between upper elementary girls and boys towards CS after participating in a yearlong, inquiry-based CS curriculum designed for diverse learners. Pre-and-post surveys on students’ attitudes towards CS (n = 108) were delivered before and after student participation in the curriculum. Results from the survey showed only two demonstrated significant differences between boys and girls, favoring girls talking more with friends and family about CS and boys believing that computer scientists make a difference in the world. Even for these two items, the differences were of marginal significance and that significance would not survive correction for multiple comparisons. Follow-up, semi-structured interviews with 18 students painted a different picture. Girls displayed decreased interest in CS compared to boys with regard to self-efficacy and overall identification with the discipline. These differences highlight the importance of early intervention programs in leveraging the strengths and interests of participating girls. Based on our findings, we provide recommendations for CS educators and curriculum designers on better engaging girls in the discipline.
{"title":"Comparing Boys’ and Girls’ Attitudes Toward Computer Science","authors":"Danielle Scott, Amiee Zou, Sharin Rawhiya Jacob, Debra J. Richardson, M. Warschauer","doi":"10.26716/jcsi.2023.2.22.37","DOIUrl":"https://doi.org/10.26716/jcsi.2023.2.22.37","url":null,"abstract":"Women are severely underrepresented in computer science (CS) degrees and careers. While student interest is a key predictor of success, little is known about how elementary students from underserved groups, such as girls, develop their interest in CS. To address this issue, we examined the differences in attitudes between upper elementary girls and boys towards CS after participating in a yearlong, inquiry-based CS curriculum designed for diverse learners. Pre-and-post surveys on students’ attitudes towards CS (n = 108) were delivered before and after student participation in the curriculum. Results from the survey showed only two demonstrated significant differences between boys and girls, favoring girls talking more with friends and family about CS and boys believing that computer scientists make a difference in the world. Even for these two items, the differences were of marginal significance and that significance would not survive correction for multiple comparisons. Follow-up, semi-structured interviews with 18 students painted a different picture. Girls displayed decreased interest in CS compared to boys with regard to self-efficacy and overall identification with the discipline. These differences highlight the importance of early intervention programs in leveraging the strengths and interests of participating girls. Based on our findings, we provide recommendations for CS educators and curriculum designers on better engaging girls in the discipline.","PeriodicalId":73688,"journal":{"name":"Journal of computer science integration","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69076226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.26716/jcsi.2022.11.15.35
Lauren E. Margulieux, P. Enderle, P. J. Clarke, Natalie S. King, C. Sullivan, Michelle Zoss, Joyce E. Many
This paper describes the beginning of a design-based research project for integrating computing activities in preservice teacher programs throughout a middle and secondary education department. Computing integration activities use computing tools, like programming, to support learning in non-computing disciplines. The paper begins with the motivation for integrating computing that encouraged widespread buy-in, design goals, and design parameters. The primary motivating factor for this work was preparing teachers to use technology to support learning in their classrooms. Involving computing education faculty in the preparation enabled the activities to include computer science and spread computational literacy. The paper also describes the process and year-long timeline for designing and implementing the integrations, followed by the details of the computing integrated activities. Last, the paper describes preservice teachers’ reactions to computing integration, focusing on before-and-after perceptions and knowledge of computing. Preservice teachers perceptions and knowledge of computing evolved similarly to teachers who engage in different approaches to learning about integrated computing, such as in elective or educational technology courses, suggesting that this approach is effective for engaging all teachers in integrating computing. In particular, the common feature that ignited teachers’ excitement about integrating computing was offering new opportunities to improve student learning and providing engaging activities within their non-computing discipline.
{"title":"Integrating Computing into Preservice Teacher Preparation Programs across the Core: Language, Mathematics, and Science","authors":"Lauren E. Margulieux, P. Enderle, P. J. Clarke, Natalie S. King, C. Sullivan, Michelle Zoss, Joyce E. Many","doi":"10.26716/jcsi.2022.11.15.35","DOIUrl":"https://doi.org/10.26716/jcsi.2022.11.15.35","url":null,"abstract":"This paper describes the beginning of a design-based research project for integrating computing activities in preservice teacher programs throughout a middle and secondary education department. Computing integration activities use computing tools, like programming, to support learning in non-computing disciplines. The paper begins with the motivation for integrating computing that encouraged widespread buy-in, design goals, and design parameters. The primary motivating factor for this work was preparing teachers to use technology to support learning in their classrooms. Involving computing education faculty in the preparation enabled the activities to include computer science and spread computational literacy. The paper also describes the process and year-long timeline for designing and implementing the integrations, followed by the details of the computing integrated activities. Last, the paper describes preservice teachers’ reactions to computing integration, focusing on before-and-after perceptions and knowledge of computing. Preservice teachers perceptions and knowledge of computing evolved similarly to teachers who engage in different approaches to learning about integrated computing, such as in elective or educational technology courses, suggesting that this approach is effective for engaging all teachers in integrating computing. In particular, the common feature that ignited teachers’ excitement about integrating computing was offering new opportunities to improve student learning and providing engaging activities within their non-computing discipline.","PeriodicalId":73688,"journal":{"name":"Journal of computer science integration","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69076165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.26716/jcsi.2022.12.30.36
E. Richard, S. Kayumova
As computer science (CS) enters an increasing number of elementary classrooms, researchers must investigate the representations of what kinds of people are presented as doing computer science within CS curricula. In this paper, we explore a widely used, freely accessible, web-based, early elementary CS curriculum to examine the kinds of identity repertoires (behaviors, actions, skills, and socioemotional norms) that are promoted as representative of being/becoming a CS person. More specifically, we draw on identity studies and employ critical discourse analysis to examine how the kinds of norms and repertoires of CS practice made available in the curricular materials might construct a particular account of experiences as representative of being and enacting identities in computer science, and in doing so, produce certain accounts of who a CS person is. Our analysis shows that the curricular materials may construct an identity of a computer science person as someone who is able to solve a puzzle correctly, persist through challenges, connect to their feelings, and work with peers. While this curriculum promotes skills, norms, and repertoires of CS practice aligned with state standards, our findings suggest that it does not appear to present varied and flexible notions of what it means to engage in or be/become a CS person.
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