Ethnocomputing

Computational Thinking of Indigenous and Vernacular Cultural Designs

WHAT IS ETHNOCOMPUTING?

In this K-12 computer science module, educators will learn how ethnocomputing is the study of culture and computing wherever they interact, from the halls of U.S. university computer science programs to the looms of Ghanaian kente weavers. Educators will study historical contexts and engage in design activities that reveal how computing ideas and computational thinking are already embedded in the designs, practices, and knowledge systems of low-income, Indigenous, and racially minoritized communities. The takeaway is that while poor, Black, Brown, and Indigenous communities might be underrepresented in computing departments or companies, they are brimming with heritage algorithms and other ideas and practices that can be “translated” into present-day learning activities, computational designs and even economic opportunities.

Learning Objectives

Unpack the hegemonic culture of computing and the computational qualities of knowledge and designs from low-income, Indigenous, and racially minoritized communities.
Understand ethnocomputing as the study of co-constituting relationships between culture and computing wherever they occur.

Identify the computational significance of vernacular and Indigenous designs and practices with Culturally Situated Design Tools.
Develop a lesson for integrating a Culturally Situated Design Tool application into your classroom

Overview of the Course

Educators will:

Study the cultural background section of a Culturally Situated Design Tool (e.g., Cornrow Curves, Anishinaabe Arcs, African Fractals, Quilting, etc.);
Study culturally situated designs through a visual programming environment;
Use the unique computing and mathematical ideas of a culturally situated design to create designs of their own;
Design a lesson for using a Culturally Situated Design Tool in the classroom.

SESSION 1:

Ethnocomputing and Cultural Background

This module introduces the basic theory and research behind ethnocomputing, the Culturally Situated Design Tools website, and the cultural background of one or more of the Culturally Situated Design Tool applications.

SESSION 2:

Indigenous and Vernacular Cultural Designs

This module introduces educators to a visual programming environment where they can study the computational thinking and computing ideas that are embedded in Indigenous and vernacular cultural designs.

SESSION 3:

Creative Design

In this module educators will use the underlying computing ideas and themes of Indigenous and vernacular cultural designs to reproduce existing designs or create designs of their own in a visual programming environment.

SESSION 4:

Ethnocomputing in Your Classroom

In this module educators will identify a Culturally Situated Design Tool that they want to use in their classrooms and create a lesson plan for it.

Who We Are Learning From

Michael Lachney, PhD
Assistant Professor, Michigan State University

Michael Lachney is an assistant professor in the Educational Psychology and Educational Technology program in the College of Education at Michigan State University. He holds a PhD in Science and Technology Studies from the Rensselaer Polytechnic Institute, where he learned about critical theories of technology and qualitative research methods. Michael is primarily interested in using his expertise to support efforts to broaden the participation of African American youth in computer science and engineering. Toward this goal, his research explores educational technology design strategies and implementation tactics to help educators collaborate with community experts (e.g., braiders, barbers, urban gardeners, youth sports coaches, etc.) in culturally responsive science, technology, engineering, and mathematics education. Michael's research has appeared in the peer-reviewed journals Computer Science Education, Interactive Learning Environments, Learning, Media and Technology, Science as Culture, among others in the fields of Science and Technology Studies and educational technology.

Ron Eglash
Professor, University of Michigan

Dr. Ron Eglash is a Professor in the School of Information at University of Michigan. He received his B.S. in Cybernetics, his M.S. in Systems Engineering, and his PhD in History of Consciousness, all from the University of California. His work includes ethnocomputing (African Fractals 1990); the technology appropriation framework (Appropriating Technology 2004); and generative justice.

Picture of Madison Allen wearing a green top.

Madison C. Allen
PhD Student, Michigan State University

Madison Allen is a PhD student in the Educational Psychology and Educational Technology Program at Michigan State University. She holds a B.A. in Social Psychology and African American Studies from The University of Alabama at Birmingham. Madison’s research interests lie at the intersection of race, culture, technology, and learning. These interests have led to work in culturally relevant and sustaining Computer Science education, equitable access to education and technology, and Ethnocomputing. Madison has worked with the ethnocomputing and CSDT team since 2019.

Audrey Bennett
Professor, University of Michigan

Audrey G. Bennett is a Professor of Art and Design at the Penny W. Stamps School of Art & Design at the University of Michigan in Ann Arbor. She is a former Andrew W. Mellon Distinguished Scholar of the University of Pretoria, South Africa. She studies the design of transformative images that through interactive aesthetics can permeate cultural boundaries and shape the ways we think and behave.