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A Research-Practice Partnership Approach for Co-Designing a Culturally Responsive Computer Science Curriculum for Upper Elementary Students

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Abstract

Implementing computer science education in an elementary classroom is at the forefront of computing education. Nevertheless, the literature on K-12 Computer Science (CS) education offers limited guidance for developing elementary CS curricula that lead to multiple career paths through project-based learning. Particularly, more research is needed on culturally responsive elementary school computing that leverages students’ cultural references to create a more equitable CS education that acknowledges one’s identity, culture, or background in the curriculum planning. This paper offers an approach for designing culturally responsive computing for upper elementary students from a highly diverse, low socio-economic school district using a research-practice approach. The approach can be adapted for other schools that face unique diversity and curricular challenges.

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Adapted from the Ohio’s Standards & Model Curriculum for Computer Science, 2018, http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Computer-Science/Model-Curricula-in-Computer-Science/K-12-Computer-ScienceMC.pdf.aspx?lang=en-US

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Authors and Affiliations

  1. School of Teaching, Learning and Curriculum Studies, Kent State University, 150 Terrace Drive, P.O. Box 5190, Kent, OH, 44242-0001, USA

    Elena Novak

  2. Department of Computer Science, Kent State University, Kent, OH, USA

    Javed I. Khan

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  1. Elena Novak
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  2. Javed I. Khan
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Correspondence to Elena Novak.

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Novak, E., Khan, J.I. A Research-Practice Partnership Approach for Co-Designing a Culturally Responsive Computer Science Curriculum for Upper Elementary Students. TechTrends 66, 527–538 (2022). https://doi.org/10.1007/s11528-022-00730-z

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