Annamaria Butler
Pronouns: she/her
Research Mentor(s): Jennifer Randall
Research Mentor School/College/Department: Educational Studies / Education
Program:
Authors: Annamaria Butler, Samantha Huck , Jennifer Randall
Session: Session 3: 11 am – 11:50 am
Poster:
Abstract
The lack of BIPOC representation (and the associated negative consequences) in STEM fields broadly, and in computer science specifically, is well documented. In response, the National Science Foundation’s Computer Science for All (CSforAll) program seeks to provide access to computer science to all K-12 students, including those from racially and ethnically minoritized populations. Within this effort, computational thinking has emerged as a promising area of focus, specifically with elementary-aged students. Moreover, other scholars have encouraged the use of culturally responsive computing (CRC) pedagogical practices to facilitate more culturally appropriate CS experiences for BIPOC students. Although culturally appropriate instructional practices should be complemented with culturally appropriate assessment practices, the literature reveals that this is rarely the case. The project described here seeks to address this gap. Specifically, by leveraging students’ funds of knowledge (FoK), we sought to uncover early elementary students’ computational thinking skills. Using data collected from family interviews (in an urban New England school district) about their daily routines and practices, we developed two formative assessment tasks: The Packing Game and the Library Game. We then analyzed the clinical interviews of students’ engagement with the tasks, identifying instances of CT and recognition of FoK. As a result of the development of these two tasks, teachers possess additional tools for assessing their students’ CT skills according to Digital Literacy and Computer Science (DLCS) standards. These results hold significant implications for educators who are looking to create a more inclusive and equitable classroom environment that supports the learning and success of all students, regardless of their cultural background. The importance of this work lies in its social benefit; it gives teachers guidance on incorporating FoK into their teaching and exposes minoritized children to CT and CS from a young age, which prepares them for future STEM or CS careers.
