Democratizing Computer Science Knowledge: Transforming the Face of Computer Science through Public High School Education

Autor/inn/en	Ryoo, Jean J.; Margolis, Jane; Lee, Clifford H.; Sandoval, Cueponcaxochitl D. M.; Goode, Joanna
Titel	Democratizing Computer Science Knowledge: Transforming the Face of Computer Science through Public High School Education
Quelle	In: Learning, Media and Technology, 38 (2013) 2, S.161-181 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2013.756514
Schlagwörter	Computer Science; High Schools; At Risk Students; Low Income Groups; Minority Group Students; Partnerships in Education; Public Schools; Inquiry; Culturally Relevant Education; Equal Education; Telecommunications; Educational Technology; Public Health; Video Games; Social Problems; High School Students; Teaching Methods; Faculty Development; Access to Education; Diversity (Faculty); Computer Literacy; Information Technology; California + Suchen Sie Ihr Suchwort? Informatik; High school; Oberschule; Hochschulpartnerschaft; Public school; Öffentliche Schule; Telekommunikationstechnik; Unterrichtsmedien; Gesundheitswesen; Video game; Videospiel; Videospiele; Social problem; Soziales Problem; High schools; Student; Students; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Education; Access; Bildung; Zugang; Bildungszugang; Computerkenntnisse; Informationstechnologie; Kalifornien
Abstract	Despite the fact that computer science (CS) is the driver of technological innovations across all disciplines and aspects of our lives, including participatory media, high school CS too commonly fails to incorporate the perspectives and concerns of low-income students of color. This article describes a partnership program -- Exploring Computer Science (ECS) -- that directly counters this problem in our nation's second largest school district. With a mission of democratizing CS learning, we argue that despite the constraints of working within public schools, it is imperative to do so. We discuss the ECS program based on inquiry, culturally relevant curriculum, and equity-oriented pedagogy. We describe two ECS-affiliated projects that highlight the importance of authorship, purpose, and agency for student learning and engagement: DietSens using mobile technology to study community health, and a project in which students create video games about social issues. Our work offers a counter-narrative to those who have written off the possibilities of working within public schools and a debunking of the too widespread myth within our educational system that females and students of color are inherently uninterested in rigorous CS learning. (Contains 11 notes and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10