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  1. Mike Ryan
  2. https://ceismc.gatech.edu/about/staffdirectory/mike-ryan
  3. Senior Researcher
  4. Presenter’s NSFRESOURCECENTERS
  5. Georgia Institute of Technology
  1. Meltem Alemdar
  2. https://www.ceismc.gatech.edu/about/staffdirectory/meltem-alemdar
  3. Senior Research Scientist/co-PI
  4. Presenter’s NSFRESOURCECENTERS
  5. Georgia Institute of Technology
  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 Institute of Technology
  1. Diley Hernandez
  2. https://www.ceismc.gatech.edu/about/staffdirectory/dr-diley-hernandez
  3. Senior Research Scientist/ CAPACiTY Program Director
  4. Presenter’s NSFRESOURCECENTERS
  5. Georgia Institute of Technology
  1. Sunni Newton
  2. Research Associate II
  3. Presenter’s NSFRESOURCECENTERS
  4. Georgia Institute of Technology
  1. Marion Usselman
  2. https://www.ceismc.gatech.edu/about/staffdirectory/marion-usselman
  3. CAPACiTY Principal Investigator
  4. Presenter’s NSFRESOURCECENTERS
  5. Georgia Institute of Technology

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

NSF Awards: 1639946

2019 (see original presentation & discussion)

Grades 9-12

The NSF-funded STEM+C project, CAPACiTY, promotes the development of computational thinking CT skills by engaging students in authentic and culturally relevant problem-driven learning. Students create multimedia digital narratives consisting of websites, mobile apps, and computationally generated music in a collaborative manner. In the process, students will become proficient with a variety of computational tools. The curriculum centrally features iterative activity 1) that engages students in learning crosscutting concepts of Patterns and Structure/Function (from the NGSS) and their analogous CS ideas; and 2) that promotes personally, socially and culturally authentic student engagement. The project encourages students to employ their voice and choice throughout the curriculum, to work collaboratively as they make decisions related to their project, and to design and develop digital artifacts. This promotes an incremental learning mindset in students, where students reflect on their skills and personal accomplishments. Here, we highlight our work in these two dimensions of the our high school computer science curriculum.

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