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An often overlooked but important component of understanding how to support teachers to enact computer science (CS) instruction is investigating how they plan CS activities. This study investigates how teachers in a research-practice partnership (RPP) report planning to integrate culturally relevant CS into their lessons. Teachers were interviewed about how they planned lessons to implement culturally relevant CS in their classrooms. Researchers analyzed the interviews using a framework of persistent challenges that teachers confront when planning and enacting instruction. Findings include that teachers were capable of anticipating and overcoming challenges of supporting students with basic technology skills. However, results also highlight that teachers planning CS instruction may need additional support to anticipate ways to assess student thinking, strategies for managing student behavior, and to develop and reach their personal goals for implementing culturally relevant CS lessons. 

This poster paper explores how teachers and researchers in a research-practitioner partnership utilize a rubric to evaluate lesson plans in terms of the integration of culturally relevant computer science. Results include that teachers felt able to include opportunities for cultural competence but indicate that additional support is necessary to include opportunities for cultural critique and conceptions of knowledge. The poster presented at this conference will highlight additional supports that teachers may need to develop culturally relevant computer science lesson plans. 

This poster reports on a workshop to help elementary school teachers integrate culturally relevant computer science (CS) learning opportunities into their classrooms. Findings highlight the importance of facilitators to help teachers discuss cultural competence and the value of co-developed rubrics to evaluate lessons. The presentation will discuss results and share artifacts from the workshop.