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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
FullText Text:
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  Data: A Framework to Guide the Design of Culturally Relevant Computer Science Learning Experiences
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  Data: <searchLink fieldCode="AR" term="%22Daniel+L%2E+Hoffman%22">Daniel L. Hoffman</searchLink><br /><searchLink fieldCode="AR" term="%22Peter+Leong%22">Peter Leong</searchLink><br /><searchLink fieldCode="AR" term="%22Rochelle+Pi'ilani+Hussey+Ka'aloa%22">Rochelle Pi'ilani Hussey Ka'aloa</searchLink><br /><searchLink fieldCode="AR" term="%22Seungoh+Paek%22">Seungoh Paek</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Media+International%22"><i>Educational Media International</i></searchLink>. 2024 61(4):383-396.
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  Data: 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
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  Data: 14
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  Data: <searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Science+Education%22">Computer Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Modules%22">Learning Modules</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Public+School+Teachers%22">Public School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Hawaii%22">Hawaii</searchLink>
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  Data: 10.1080/09523987.2024.2436742
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  Data: 0952-3987<br />1469-5790
– Name: Abstract
  Label: Abstract
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  Data: 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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      – SubjectFull: Computer Science Education
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      – SubjectFull: Public School Teachers
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Hawaii
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