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Ethnocomputing describes the study of computational ideas and thinking as they appear in the artifacts, epistemologies, designs, and practices of temporally and spatially situated communities (e.g., from computational scientists to textile artisans). It is also about how such communities embed their beliefs and values within computational artifacts. One outcome of ethnocomputing research is the demonstration of how Indigenous and diasporic communities have dynamic computational histories and innovations that are relevant to computer science and computer science education today. From lessons on e-textiles and Native American botanical knowledge to visual programming environments that reveal the algorithms of cornrow braiding in the Black diaspora, this has allowed for anti-racist challenges to white supremacist myths of primitivism in primary and secondary computer science education. While there are studies about how ethnocomputing tools and lessons shape children’s attitudes toward and knowledge of computing, there is no research on what computer science teachers think about one of ethnocomputing’s foundational assumptions: computational ideas and thinking are embedded within Indigenous and vernacular artifacts, epistemologies, designs, and practices. This paper reports findings from interviews with 14 K12 computer science teachers who had been exposed to ethnocomputing educational technologies and activities. From our qualitative analyses, we found that most (n=12) teachers believed that Indigenous and/or vernacular artisans think computationally. We detail their lines of reasoning before turning toward teachers who had ambivalent (n=1) or negative (n=1) positions about this assumption of ethnocomputing research. We discuss the implications of these findings for anti-racist K12 computer science teacher professional development. 

Many secondary school teachers in historically lower performing districts find themselves asked to teach CS without adequate training. They find themselves struggling to build a CS program without the environment necessary to foster student engagement and success. To improve educator preparedness, and transform school cultures, Innovating Detroit’s Robotics Agile Workforce (iDRAW) offers one year of co-instruction by a university instructor with a high school teacher to better prepare the teacher to provide rigorous CS instruction independently in future years. Reflections from this university co-instructor are contained, with insights into the preparation of CS teachers and initiation of CS courses in high schools in the future. 

Computer science education (CSEd) is a growing interdisciplinary area that continues to gain momentum from students, researchers, and educators. Yet, there are few formal programs or degree options for students interested in pursuing graduate work in CSEd. This article explores the existing state of CSEd in the United States (U.S.) through semi-structured interviews with ( n = 15) faculty engaged in CSEd research. Thematic coding of the transcripts revealed the complexities involved in the development of formal programs, the distinct considerations for faculty, and the value of having strong ties to both computer science and education. The themes described positive aspects of support and cohesion within the larger community and opportunities to expand knowledge across fields. Applying Cornell and Parker’s principles of interdisciplinary science to the field of CSEd, we provide recommendations for ways forward and discuss the potential impact on institutional structures, research capacity, individual and group identities, and teaching and learning. The findings from this investigation not only inform on the present state of CSEd in the U.S., but also offer guidance for CSEd-focused graduate programs. 

While computational thinking has gained popularity in K-12 schools to increase access to computing tools and practices, there is still limited understanding on how to broaden participation of students with disabilities in computational thinking (CT). One approach to increasing access to computing to students with disabilities is to educate future special education teachers to bring CT into their instruction. This study examined the influence of integrating CT into assistive technology course for special education pre-service teachers. Our results suggest that integrating CT into special educa- tion teacher preparation coursework can have a positive impact on how pre-service teachers see the value of bringing computational practices to students with disabilities. 

In K-12 education, nearly all e"orts focused on expanding computer science education center on the induction of new computer science teachers, with very little attention given to support the ongoing needs of experienced computer science teachers. More seasoned teachers bene!t from deepening their content knowledge, peda gogical practices, and knowledge and capacity to provide equitable and inclusive learning experiences that results in students feeling a sense of belonging in computer science. This panel will discuss (a) the needs of experienced CS teachers from a variety of perspectives, including teacher education researchers, professional development leaders, and high school practitioners and teacher facilitator, and (b) collectively outline a research and practice agenda that focuses on supporting, retaining, and further developing experienced teachers through expanded professional development, leadership opportuni ties, and community for CS teachers.