Share Paper: Culturally Responsive Computing: Extending Theory to Early Childhood Educational Contexts

  1. James Larsen, University of Tennessee, Knoxville - Department of Theory & Practice in Teacher Education, United States
  2. Bethany Parker, University of Tennessee, Knoxville - Department of Theory & Practice in Teacher Education, United States
  3. Frances Harper, University of Tennessee, Knoxville - Department of Theory & Practice in Teacher Education, United States
  4. Lori Caudle, University of Tennessee, Knoxville - Department of Child and Family Studies, United States
  5. Amir Sadovnik, University of Tennessee, Knoxville - Department of Electrical Engineering and Computer Science, United States
  6. Margaret Quinn, University of Tennessee, Knoxville - Department of Child and Family Studies, United States
Wednesday, March 15 1:45 PM-2:05 PM Bourbon

Abstract: A growing movement towards expanding computer science education in K-12 has broadened gaps in computing opportunities along lines of race, ethnicity, class, and gender. Emergent theories and practices related to culturally responsive computing show promise in addressing this gap; however, little is known about engaging culturally and linguistically diverse preschoolers in computer science. The current study utilized qualitative content analysis to explore how an extant theory of Culturally Responsive Computing aligns with an early childhood culturally relevant robotics curriculum. Findings suggest that while the assumptions of culturally responsive computing were evident throughout the curriculum, there are several key considerations when ...