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Three Northern Arapaho and Eastern Shoshone–serving districts formed a researcher–practitioner partnership with the Wyoming Department of Education, the American Institutes for Research®, and BootUp Professional Development to advance the computer science (CS) education of their elementary students in ways that strengthen their Indigenous identities and knowledges. In this paper, we share experiences from 2019 to 2022 with our curriculum development, professional development (PD), and classroom implementation. The researcher–practitioner partnership developed student and teacher materials to support elementary CS lessons aligned to Wyoming’s CS standards and “Indian Education for All” social studies standards. Indigenous community members served as experts to codesign culturally relevant resources. Teachers explored the curriculum resources during three 4-hour virtual and in-person PD sessions. The sessions were designed to position the teachers as designers of CS projects they eventually implemented in their classrooms. Projects completed by students included simulated interviews with Indigenous heroes and animations of students introducing themselves in their Native languages. Teachers described several positive effects of the Scratch lessons on students, including high engagement, increased confidence, and successful application of several CS concepts. The teachers also provided enthusiastic positive reviews of the ways the CS lessons allowed students to explore their Indigenous identities while preparing to productively use technology in their futures. The Wind River Elementary CS Collaborative is one model for how a researcher–practitioner partnership can utilize diverse forms of expertise, ways of knowing, and Indigenous language to engage in curriculum design, PD, and classroom implementation that supports culturally sustaining CS pedagogies in Indigenous communities.
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Technology-rich Engineering Experiences in Indigenous and Rural Schools
Indigenous populations, constituting 6.2% of the global population, face challenges in STEM education due to systemic barriers and limited exposure to science and engineering. Our research, part of a federally funded project, aimed to address these challenges by implementing Community-Based Engineering (CBE) education in an elementary school located on a Native American Reservation in the United States. In this paper, we used CBE as our theoretical framework situating engineering within the context of students' communities and cultures. Our participants included 15 students and two Native American teachers with varying teaching experience. We employed mixed methods and combined quantitative tools such as the Engineering Identity Development Scale and the Engineering Technology subscale of the S-STEM survey, with qualitative data from teacher and student interviews. Our analysis revealed significant changes in students' perceptions of engineering for their communities and their personal engineering identities after they engaged with CBE lessons. We also found that the cultural connections to community were evident in student interviews. Furthermore, teachers appreciated CBE and emphasized that these engineering lessons enrich their rich traditions and practices. This study highlights the effectiveness of CBE and demonstrates how engineering education can be more inclusive and resonant with Indigenous students.
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- Award ID(s):
- 2415592
- PAR ID:
- 10546569
- Publisher / Repository:
- International Journal of Education in Mathematics, Science and Technology
- Date Published:
- Journal Name:
- International Journal of Education in Mathematics, Science and Technology
- Volume:
- 12
- Issue:
- 4
- ISSN:
- 2147-611X
- Page Range / eLocation ID:
- 1090 to 1108
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.46328/ijemst.4129
