Striving for Excellence in Introductory Computer Science Courses Using Culturally Responsive Teaching (CRT)

Webb, Alla; Gonzales, R.

doi:10.1145/3159450.3159631

Cited by 4 publications

(3 citation statements)

References 1 publication

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“…Culturally responsive computing education is not new anymore [19][20][21][22][23][24]. It is stated that culturally responsive pedagogy "can be used to explore problems and solutions in any scientific or technical field, often using traditional knowledge or practices of the group being educated" [19].…”

Section: Discussion-culturally Responsive Pedagogy For Ai Educationmentioning

confidence: 99%

Contextualizing AI Education for K-12 Students to Enhance Their Learning of AI Literacy Through Culturally Responsive Approaches

2021

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AI has become ubiquitous in our society, accelerated by the speed of the development of machine learning algorithms and voice and facial recognition technologies used in our everyday lives. Furthermore, AI-enhanced technologies and tools are no strangers in the field of education. It is more evident that it is important to prepare K-12 population of students for their future professions as well as citizens capable of understanding and utilizing AI-enhanced technologies in the future.In response to such needs, the authors started a collaborative project aiming to provide a K-12 AI curriculum for Japanese students. However, the authors soon realized that it is important to contextualize the learning experience for the targeted K-12 students. The paper aims at introducing the idea of contextualizing AI education and learning experience of K-12 students with examples and tips using the work-in-progress version of the contextualized curriculum using culturally responsive approaches to promote the awareness and understanding of AI ethics among middle school students.

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Section: Discussion-culturally Responsive Pedagogy For Ai Educationmentioning

confidence: 99%

Contextualizing AI Education for K-12 Students to Enhance Their Learning of AI Literacy Through Culturally Responsive Approaches

2021

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Section: Pedagogical Practicesmentioning

confidence: 99%

“…The importance of social computing education prompted us to practice culturally responsive pedagogy (CRP), a widely accepted paradigm in education [26,32] embracing identities and experiences integral to students. CRP is shown to improve student engagement and learning outcomes [26,30,32,33]. Additionally, our curriculum follows an independent modular structure: each lesson addresses a different social computing topic with several learning objectives that are taught within one hour.…”

Section: Pedagogical Practicesmentioning

confidence: 99%

Bringing Social Computing to Secondary School Classrooms

Bolante,

Chen,

Chen

et al. 2024

Proceedings of the 55th ACM Technical Symposium on Computer Science Education v. 1

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Social computing is the study of how technology shapes human social interactions. This topic has become increasingly relevant to secondary school students (ages 11-18) as more of young people's everyday social experiences take place online, particularly with the continuing effects of the COVID-19 pandemic. However, social computing topics are rarely touched upon in existing middle and high school curricula. We seek to introduce concepts from social computing to secondary school students so they can understand how computing has wide-ranging social implications that touch upon their everyday lives, as well as think critically about both the positive and negative sides of different social technology designs.In this report, we present a series of six lessons combining presentations and hands-on activities covering topics within social computing and detail our experience teaching these lessons to approximately 1,405 students across 13 middle and high schools in our local school district. We developed lessons covering how social computing relates to the topics of Data Management, Encrypted Messaging, Human-Computer Interaction Careers, Machine Learning and Bias, Misinformation, and Online Behavior. We found that 81.13% of students expressed greater interest in the content of our lessons compared to their interest in STEM overall. We also found from pre-and post-lesson comprehension questions that 63.65% learned new concepts from the main activity. We release all lesson materials on a website for public use. From our experience, we observed that students were engaged in these topics and found enjoyment in finding connections between computing and their own lives. CCS CONCEPTS• Human-centered computing → Collaborative and social computing theory, concepts and paradigms.

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Gender and leadership development in undergraduate computing: a closer look at women’s leadership conceptions

Blaney

2020

Computer Science Education

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Striving for Excellence in Introductory Computer Science Courses Using Culturally Responsive Teaching (CRT)

Cited by 4 publications

References 1 publication

Contextualizing AI Education for K-12 Students to Enhance Their Learning of AI Literacy Through Culturally Responsive Approaches

Contextualizing AI Education for K-12 Students to Enhance Their Learning of AI Literacy Through Culturally Responsive Approaches

Bringing Social Computing to Secondary School Classrooms

Gender and leadership development in undergraduate computing: a closer look at women’s leadership conceptions

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