Teaching in an open village: a case study on culturally responsive computing in compulsory education

Quo Vadis Racial Disparities? Trend Analysis of the Participation and Top Achievement in Advanced Placement Computer Science Exams

“…Also, the way that CS is taught can also influence a student's interest in the subject. A well-designed, culturally responsive, and socially meaningful CS curriculum can make the subject more engaging and accessible for students and increase their belonging (Lachney et al, 2021). In turn, it can also help students develop their confidence and motivation to foster a positive attitude toward CS courses.…”

“…These stereotypes can have a significant impact on students’ interest and confidence in CS education. When students were exposed to well-designed computing experiences and positive images of computing, they were more likely to report an interest and confidence in pursuing a computing-intensive field of study (Lachney et al, 2021; Margolis et al, 2017; McGill et al, 2016; Wang et al, 2017). This means it is critical to provide counter-stereotypical images of computing to these groups early on to increase the likelihood that they will explore computing as a field of study.…”

Evaluation on the red sports culture system from the perspective of VR

“…For example, some scholars emphasize the importance of red culture education in colleges and universities from the perspective of cultural education, and analyze the challenges of developing red education in colleges and universities [1][2]. Some experts believe that the dissemination and development of red culture and art should keep up with the pulse of the times, adapt to social needs, integrate technology, and achieve creative transformation and development [3][4]. Some experts also believe that the rise of integrated media and the maturity of visualization technology have provided new opportunities and challenges for the dissemination and formation of red culture [5][6].…”

Jamming power: Youth agency and community‐driven science in a critical technology learning program

“…For example, in their collaboration with the American Indian Center in Chicago, researchers learned how fire technology is a “lived, heterogeneous technological practice infused with cultural origins and meaning,” (Bang et al, 2013, p. 718) and how to engage Indigenous youth in learning about technology in ways that celebrate and honor local knowledge, cultural lineages, and practices. Additionally, the work of Eglash et al has leveraged the cultural expertise of African American communities to design tools and community‐based computing learning environments (Eglash et al, 2013, 2021; Lachney et al, 2021).…”