Student Empathy Interviews: An Instrument For Considering More Inclusive K-12 Computing Pathways

Show simple item record

dc.contributor.author Ruiz, Pati
dc.contributor.author Mills, Kelly
dc.contributor.author Burke, Quinn
dc.contributor.author Coenraad, Merijke
dc.date.accessioned 2021-07-29T21:38:30Z
dc.date.available 2021-07-29T21:38:30Z
dc.date.issued 2021-05-26
dc.identifier.uri http://hdl.handle.net/20.500.12265/123
dc.description.abstract This presentation shares the development and use of empathy interviews at Iowa City Community School District (ICCSD) which is the fifth largest school district in the state. At this district, equity challenges have arisen as the city has grown rapidly over the past decade, shifting from a rural and predominantly White college town to a burgeoning tech sector with a significant influx of Latinx families. During the first two years of participation in the Developing Inclusive K-12 Computing Pathways Research Practice Partnership (CT Pathways), the district developed a computing pathways document to guide schools and teachers in the integration of computer science (CS) and computational thinking (CT). After a year piloting their pathway, an Inclusive CT Pathways Committee was formed to review the existing pathways document and ensure it was ably addressing the district’s overall equity goal of better serving students from Black and Latinx communities. As an orientation step to personalize this goal and understand it within the context of their own classrooms and schools, teachers on the Inclusive CT Committee conducted empathy interviews to learn more about the computing experiences of their students. Teachers reflected upon the structure of the interview protocol, the insights they gained, and the potential opportunities the approach afforded them to address misconceptions about computing. They described the interviews as opportunities to learn more about designing supports, on-ramps, and more inclusive computing opportunities for students. en_US
dc.description.sponsorship This material is based upon work supported by the National Science Foundation under Grant No. 1837386. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. en_US
dc.language.iso en_US en_US
dc.subject Equity en_US
dc.subject Empathy Interviews en_US
dc.subject Computational Thinking en_US
dc.subject Inclusive Computing Pathways en_US
dc.subject Students en_US
dc.subject Teachers en_US
dc.title Student Empathy Interviews: An Instrument For Considering More Inclusive K-12 Computing Pathways en_US
dc.type Presentation en_US


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search


Browse

My Account