Leveraging Local Resources and Contexts for Inclusive Computer Science Classrooms: Reflections from Experienced High School Teachers Implementing Electronic Textiles

Autor/inn/en	Shaw, Mia S.; Fields, Deborah A.; Kafai, Yasmin B.
Titel	Leveraging Local Resources and Contexts for Inclusive Computer Science Classrooms: Reflections from Experienced High School Teachers Implementing Electronic Textiles
Quelle	In: Computer Science Education, 30 (2020) 3, S.313-336 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fields, Deborah A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0899 3408
DOI	10.1080/08993408.2020.1805283
Schlagwörter	Computer Science Education; Inclusion; High School Teachers; Electronic Learning; Teaching Methods; Educational Resources; Access to Education; Equal Education; Educational Technology; Barriers; Faculty Development; Textiles Instruction; Student Needs; Progress Monitoring; Peer Teaching; California + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Inklusion; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsmittel; Education; Access; Bildung; Zugang; Bildungszugang; Unterrichtsmedien; Peer group teaching; Peer Group Teaching; Kalifornien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01