Culturally Responsive Computing in teacher training: Designing towards the transformative learning of girls in STEM

Abstract

This Design-Based Research (DBR) study was conducted over a two-year period, and investigated the transformative learning of six high school computer science teachers through the application of professional development (PD) training with a focus on Culturally Responsive Computing (CRC). Findings reveal ways in which teachers’ understanding and enactment of CRC in their classrooms led to increased student engagement, knowledge of diverse learning needs, and improved access to cultural resources to specifically meet girls’ needs. The authors discovered positive effects on the teachers’ strategies in the classroom, especially in terms of understanding how historically marginalized students benefit from instruction that considers their cultural practices and gender identities.

Guest editorial: Artificial intelligence and composing just education futures

“…The articles emphasize the creation and use of emerging technologies that support agentive participation, aligning with the broader goals of social justice and community-based activism. A significant objective and challenge of a post-digital age remains forging and sustaining relationships with community stakeholders to ensure that technological implementations are relevant, accessible and responsive to their needs (Elsinbawi et al , 2023; Gutiérrez et al , 2019; Vakil et al , 2023).…”