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  1. Diley Hernandez
  2. https://www.ceismc.gatech.edu/about/staffdirectory/dr-diley-hernandez
  3. Senior Research Scienctist/ CAPACiTY Program Director
  4. Presenter’s NSFRESOURCECENTERS
  5. Georgia Tech CEISMC
  1. Meltem Alemdar
  2. Senior Research Scientist/Co-PI
  3. Presenter’s NSFRESOURCECENTERS
  4. Georgia Tech CEISMC
  1. Douglas Edwards
  2. Research Associate II
  3. Presenter’s NSFRESOURCECENTERS
  4. Georgia Institute of Technology
  1. Michael Helms
  2. Research Scientist
  3. Presenter’s NSFRESOURCECENTERS
  4. Georgia Tech CEISMC
  1. Mike Ryan
  2. https://ceismc.gatech.edu/about/staffdirectory/mike-ryan
  3. Senior Research Scientist
  4. Presenter’s NSFRESOURCECENTERS
  5. Georgia Institute of Technology
  1. Marion Usselman
  2. CAPACiTY Principal Investigator
  3. Presenter’s NSFRESOURCECENTERS
  4. Georgia Tech CEISMC

Culturally Authentic Practice to Advance Computational Thinking in Youth (CAP...

NSF Awards: 1639946

2018 (see original presentation & discussion)

Grades 9-12

CAPACiTY is a STEM+C project to create, pilot and assess a new curriculum for the Georgia high school Introduction to Digital Technology (IDT) course. The curriculum promotes the development of rigorous computational thinking (CT) skills by engaging students in authentic and culturally relevant projects. Using these projects as guides, students draw upon their own experiences, settings, and culture to iteratively and digitally narrate stories to develop awareness and agency. During the two-semester course, students progress from digital literacy to digital research and computational problem solving. They start by creating basic narratives using static documents and slides. They then advance to creating more dynamic, interactive narratives using web pages, mobile applications and computationally generated music using a variety of computational tools such as Powerpoint, EarSketch, and App Inventor. The research explores how this problem-based, inquiry driven and culturally relevant CS curriculum affects student engagement, motivation, content understanding, and persistence in CS courses, particularly among student traditionally underrepresented in CS. The research will also focus on determining how teacher professional development activities influence classroom practices among participating IDT teachers.

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