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A framework to guide the design of culturally relevant computer science learning experiences.

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Title: A framework to guide the design of culturally relevant computer science learning experiences.
Authors: Hoffman, Daniel L.1 (AUTHOR) hoffman2@hawaii.edu, Leong, Peter1 (AUTHOR), Ka'aloa, Rochelle Piʻilani Hussey2 (AUTHOR), Paek, Seungoh1 (AUTHOR)
Source: Educational Media International. Dec2024, Vol. 61 Issue 4, p383-396. 14p.
Subject Terms: *Teacher development, *Career development, *Public school teachers, *Computer science education, *Culturally relevant education
Abstract: The Advancing Culturally-Relevant Computing Project is a collaboration between researchers and practitioners in Hawaiʻi focused on preparing elementary teachers to meaningfully incorporate culturally relevant Computer Science (CS) into their classrooms. This paper introduces a hybrid instructional design framework designed to facilitate the process of creating lessons that effectively integrate CS and cultural learning outcomes. Grounded in the first three phases of the ADDIE instructional design model—Analysis, Design, and Development—the framework incorporates diverse perspectives to ensure a balanced and intentional integration of culture. Using this framework, the project developed five culturally relevant computing modules, which were evaluated by in-service public school teachers (n = 96) during professional development workshops. Preliminary findings suggest that the modules were well-received, with teachers emphasizing their practicality and alignment with the multicultural needs of classrooms in Hawaiʻi. [ABSTRACT FROM AUTHOR]
Copyright of Educational Media International is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: A framework to guide the design of culturally relevant computer science learning experiences.
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  Data: <searchLink fieldCode="JN" term="%22Educational+Media+International%22">Educational Media International</searchLink>. Dec2024, Vol. 61 Issue 4, p383-396. 14p.
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  Data: The Advancing Culturally-Relevant Computing Project is a collaboration between researchers and practitioners in Hawaiʻi focused on preparing elementary teachers to meaningfully incorporate culturally relevant Computer Science (CS) into their classrooms. This paper introduces a hybrid instructional design framework designed to facilitate the process of creating lessons that effectively integrate CS and cultural learning outcomes. Grounded in the first three phases of the ADDIE instructional design model—Analysis, Design, and Development—the framework incorporates diverse perspectives to ensure a balanced and intentional integration of culture. Using this framework, the project developed five culturally relevant computing modules, which were evaluated by in-service public school teachers (n = 96) during professional development workshops. Preliminary findings suggest that the modules were well-received, with teachers emphasizing their practicality and alignment with the multicultural needs of classrooms in Hawaiʻi. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Media International is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/09523987.2024.2436742
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      – Code: eng
        Text: English
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        Type: general
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      – SubjectFull: Public school teachers
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      – SubjectFull: Computer science education
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              M: 12
              Text: Dec2024
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