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Selçuk Dogan; Mete Akcaoglu – Teacher Education Quarterly, 2024
Learning computer science (CS) is increasingly becoming a necessary component of K-12 education, but in most cases, teachers do not have either the essential knowledge to teach or a curriculum to follow. In this article, we analyze the outcomes from a yearlong, blended professional development (PD) program to teach teachers game design and coding…
Descriptors: Disproportionate Representation, Blended Learning, Professional Development, Computer Science
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Solem, Michael; Dony, Coline; Herman, Thomas; León, Kelly; Magdy, Amr; Nara, Atsushi; Ray, Waverly; Rey, Sergio; Russell, Rachel – Journal of Geography, 2021
To build educational capacity for the rapidly evolving science and profession of geocomputation, the American Association of Geographers piloted an Encoding Geography research-practice partnership (RPP) composed of geography and computer science educators and researchers. This commentary describes the process, known as Collective Impact, that was…
Descriptors: Capacity Building, Geography Instruction, Computer Science Education, Disproportionate Representation
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Keunjae Kim; Kyungbin Kwon – Journal of Educational Computing Research, 2024
This study presents an inclusive K-12 AI curriculum for elementary schools, focusing on six design principles to address gender disparities. The curriculum, designed by the researchers and an elementary teacher, uses tangible tools, and emphasizes collaboration in solving daily problems. The MANOVA results revealed initial gender differences in AI…
Descriptors: Artificial Intelligence, Curriculum Development, Inclusion, Elementary Secondary Education
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Adeli Ynostroza-Ochoa; Sylvia Celedón-Pattichis; Marios S. Pattichis; Irán Tovar; Melissa Ibarra – International Journal of Multicultural Education, 2025
Although there have been efforts to broaden the participation of underrepresented students in Science, Technology, Engineering, and Mathematics (STEM), few studies have focused on how Latine bilingual students in rural contexts can access computer programming. The purpose of this case study is to examine how translanguaging facilitates…
Descriptors: Computer Science Education, Code Switching (Language), Second Language Learning, Native Language
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Lachney, Michael; Eglash, Ron; Bennett, Audrey; Babbitt, William; Foy, Lakisha; Drazin, Matt; Rich, Kathryn M. – Learning, Media and Technology, 2021
Culturally responsive computing (CRC) frames the localized knowledges and practices of Black, Brown, and Indigenous communities as assets for working toward racial justice in science, technology, engineering, and mathematics (STEM). A key part of CRC is the role that local communities play in designing and/or implementing curricula and…
Descriptors: Community Involvement, Culturally Relevant Education, Computer Science Education, Social Justice
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Veletsianos, George; Beth, Bradley; Lin, Calvin; Russell, Gregory – Journal of Educational Computing Research, 2016
"Thriving in Our Digital World" is a technology-enhanced dual enrollment course introducing high school students to computer science through project- and problem-based learning. This article describes the evolution of the course and five lessons learned during the design, development, implementation, and iteration of the course from its…
Descriptors: Computer Science, Computer Science Education, High School Students, Instructional Design
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Koch, Melissa; Gorges, Torie – Journal of Science Education and Technology, 2016
Underrepresented populations such as women, African-Americans, and Latinos/as often come to STEM (science, technology, engineering, and mathematics) careers by less traditional paths than White and Asian males. To better understand how and why women might shift toward STEM, particularly computer science, careers, we investigated the education and…
Descriptors: Females, Computer Science, Career Choice, Science Interests
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Celedón-Pattichis, Sylvia; LópezLeiva, Carlos Alfonso; Pattichis, Marios S.; Llamocca, Daniel – Cultural Studies of Science Education, 2013
There is a strong need in the United States to increase the number of students from underrepresented groups who pursue careers in Science, Technology, Engineering, and Mathematics. Drawing from sociocultural theory, we present approaches to establishing collaborations between computer engineering and mathematics/bilingual education faculty to…
Descriptors: Middle School Students, Disproportionate Representation, Educational Cooperation, Bilingual Education