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We aim to bring computer science (CS) to rural and American Indian students by blending American Indian storytelling practices with the educational computer programming environment called Alice. The lessons we develop cover CS concepts within the framework of the Content Standards of our state, and the Essential Understandings of American Indians. In this paper, we describe the Plateau Indian Beaded Bags lesson plan, its implementation, and the results of a lesson pilot. In the Plateau Indian Beaded Bags lesson, students learn about the beadwork of Columbia River Plateau-centered tribes. After viewing a picture of a beaded bag with a scene depicting a man on a horse in front of a woman with a tipi in the background, students are asked to construct a story based on this image. They then translate their story into code to create an animation of the story in Alice. Through this hands-on experience, students engage in algorithmic problem solving while using their imagination and creativity, increasing their exposure to, and interest in, CS. 

The proposed study documents the status of computer science education at the middle school level. It also beyond previous studies by focusing on the perspective of teachers and attempting to measure their beliefs about their own self-efficacy. Understanding teacher's experience of change and building teacher capacity for change is essential to effective educational reform. The challenges faced by teachers that may arise in our data collection can have sociological or psychological context. To better understand the context of those challenges, we have developed a contextual framework.