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 |
|---|---|
| Language: | English |
| Authors: | Daniel L. Hoffman, Peter Leong, Rochelle Pi'ilani Hussey Ka'aloa, Seungoh Paek |
| Source: | Educational Media International. 2024 61(4):383-396. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Culturally Relevant Education, Computer Science Education, Learning Modules, Program Effectiveness, Teacher Attitudes, Instructional Design, Faculty Development, Public School Teachers, Elementary Secondary Education |
| Geographic Terms: | Hawaii |
| DOI: | 10.1080/09523987.2024.2436742 |
| ISSN: | 0952-3987 1469-5790 |
| Abstract: | The Advancing Culturally-Relevant Computing Project is a collaboration between researchers and practitioners in Hawai'i 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 Hawai'i. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1455427 |
| Database: | ERIC |
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Nájsť tento článok vo Web of Science | Abstract: | The Advancing Culturally-Relevant Computing Project is a collaboration between researchers and practitioners in Hawai'i 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 Hawai'i. |
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| ISSN: | 0952-3987 1469-5790 |
| DOI: | 10.1080/09523987.2024.2436742 |