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This content will become publicly available on March 5, 2023

Title: How a Research-Practice Partnership Refined its Strategy for Integrating CS/CT into K-5 Curricula: An Experience Report
Massachusetts defined K-12 Digital Literacy/Computer Science (DLCS) standards in 2016 and developed a 5-12 teacher licensure process, expecting K-4 teachers to be capable of teaching to the standards under their elementary license. An NSF CSforAll planning grant led to the establishment of an NSF 4-year ResearchPractice Partnership (RPP) of district and school administrators, teachers, university researchers, and external evaluators in 2018. The RPP focused on the 33 K-5 serving schools to engage all students in integrated CS/CT teaching and learning and to create a cadre of skilled and confident elementary classroom teachers ready to support their students in learning CS/CT concepts and practices. The pandemic exacerbated barriers and inequities across the district, which serves over 25,000 diverse students (9.7% white/nonHispanic, 83.7% high needs). Having observed a lack of awareness and expertise among many K-5 teachers for implementing CS/CT content and practices and seeing barriers to equitable CS/CT teaching and learning, the RPP designed an iterative, teacher-led, co-design of curriculum supported by equity-focused and embedded professional learning. This experience report describes how we refined our strategies for curriculum development and diffusion, professional learning, and importantly, our commitment to addressing diversity, equity, and inclusion beyond just reaching all students. The RPP broadened its focus on understanding race and equity more » to empower students to understand how technology affects their identities and to equip them to critically participate in the creation and use of technology « less
Authors:
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Award ID(s):
1837086
Publication Date:
NSF-PAR ID:
10355625
Journal Name:
SIGCSE ’22
Page Range or eLocation-ID:
592 to 598
Sponsoring Org:
National Science Foundation
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