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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. 

As computer science (CS) is integrated in elementary science curricula, it is important to consider teachers’ perceptions in how they access CS and support students to engage in CS skills and standards through NGSS-aligned activities. This single case study utilizes the Interconnected Model of Professional Growth (IMPG) to examine teacher change and explore the perspectives of a teacher, through semi-structured interviews, as he implements an NGSS-aligned, project-based CS unit over the course of four years. Findings indicate that the teacher perceived that changes in his practice helped inform changes in student outcomes and the curriculum and, in turn, these changes in outcomes further informed his teaching practice in the next iteration of the unit. Results highlight the importance of reflection and feedback as a way to impact the teaching practice of integrating CS in elementary science education.