Teachers' Perspectives on Culturally-Relevant Computing: Principles and Processes

Autor/inn/en	Hoffman, Daniel L.; Leong, Peter; Ka'aloa, Rochelle Pi'ilani H.; Paek, Seungoh
Titel	Teachers' Perspectives on Culturally-Relevant Computing: Principles and Processes
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 66 (2022) 3, S.423-435 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hoffman, Daniel L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-022-00733-w
Schlagwörter	Culturally Relevant Education; Computer Science Education; Teacher Attitudes; Educational Principles; Elementary Secondary Education; Program Design; Program Implementation; Hawaii + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Lehrerverhalten; Bildungsprinzip; Programme design; Programmaufbau; Programmplanung
Abstract	Culturally-relevant computing has been discussed as a way to promote K-12 Computer Science education and address ongoing challenges related to diversity, equity, and inclusion. What is not well understood about the practice of culturally-relevant computing, however, is how to bring together existing cultural frameworks and Computer Science curricula effectively. To help address this area, focus group interviews were conducted with ten (n = 10) in-service Computer Science teachers working in the multicultural context of Hawai'i. The focus group sessions were designed to reveal teachers' perceptions of the principles and processes involved in designing and implementing culturally-relevant CS lessons and resources. Results revealed a number of key themes, including important variations in the practitioners' philosophical and operational approaches to culturally-relevant computing. The paper ends with a detailed discussion of the findings and their implications for designers, practitioners, and researchers working in Computer Science education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01