Accessible Computational Thinking
Accessible Computational Thinking
in Elementary Science Classes within and across Culturally and Linguistically Diverse Contexts
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Mission of the project
Mission of the project
Our collaborative research Accessible Computational Thinking in Elementary Science Classes within and across Culturally and Linguistically Diverse Contexts (ACT) investigates best practices for helping teachers provide culturally relevant experiences for all elementary children to participate in and engage with computational thinking (CT) integrated into their science lessons. ACT focuses on the overarching question: how do elementary teachers develop the skills and dispositions to provide access to CT-integrated science lessons incorporating Culturally Responsive Teaching (CRT) practices for culturally and linguistically diverse learners?
Copy of ACT showcase video demo 2.4.mp4
The ACT Model
The ACT Model
Computational Thinking (CT)
Computational Thinking (CT)
Computational thinking is "an approach to solving problems in a way that can be implemented with a computer” (Stephenson & Barr, 2011 p. 4). Besides, a more expansive definition includes several core practices: computational abstraction, algorithmic thinking, conditional logic, and systematic error detection (Grover & Pea, 2013).
Culturally Responsive Teaching (CRT)
Culturally Responsive Teaching (CRT)
Culturally responsive teaching (Gay, 2018) is an approach that incorporates multicultural information, resources, and materials in schools is a promising way to work effectively with a broad range of diverse learners, giving each an equal chance in forming part of the computing-literate population.
Science Teaching
Science Teaching
Given the historical and present underrepresentation of women, Black, Hispanic, and Indigenous populations within computing classes and professions (The College Board, 2019; Bureau of Labor Statistics, 2018), the integration of CT into elementary school science needs to be done purposefully and with attention to the social, physical, and psychological barriers to all students participating in CT (Margolis et al., 2008; Wang & Moghadam, 2017). ACT attends to this need by educating and supporting teachers to not only integrate CT within their science lessons but also to utilize culturally responsive teaching within that integration.
Our Research Team
Our Research Team
Dr. Diane Jass Ketelhut
Dr. Diane Jass Ketelhut
Principal Investigator, University of Maryland
Principal Investigator, University of Maryland
Diane Jass Ketelhut is Professor of Science, Technology and Math Education at the University of Maryland. Her research centers on improving self-efficacy, learning and engagement in computational thinking and science for students and teachers, particularly through scientific inquiry experiences within virtual environments. Certified in secondary science, she was a science/math teacher for Grades 5–12 for 12 years.
Dr. Ebony Terrell Shockley
Dr. Ebony Terrell Shockley
Co-Principal Investigator, University of Maryland
Co-Principal Investigator, University of Maryland
Ebony is the executive director of teacher education at UMD. A former PK-12 STEM/ESOL educator, her research aims to center the voices of marginalized learners, primarily those who identify as Black, Indigenous, People of Color (BIPOC) and their families, highlighting and affirming the cultural, ancestral, linguistic, scientific, and historically-divergent knowledge profiles that are significantly reflected and respected in their homes more frequently than their classrooms.
Dr. Brian Nelson
Dr. Brian Nelson
Principal Investigator, Arizona State University
Principal Investigator, Arizona State University
Brian is a professor at the Mary Lou Fulton Teachers College at ASU. His “Designing Equitable Learning, Teaching, and Assessments” (DELTA) lab explores the application of learning theory-based design principles to technology supporting STEM learning environments and tools (such as simulations, AR/VR environments, and video games).
Upcoming Conference Presentations
Upcoming Conference Presentations
Figueroa, F., Coen, A., Ketelhut, D., Nelson, B., Kramarzcuk, K., Mak, J., Yan, L., Xin, Y., & Terrell Shockley, E. (2025). Teacher Self-Efficacy Implementing CT-Infused Elementary Science Lessons. [Roundtable]. AERA 2025 Annual Conference.
Figueroa, F., Coen, A., Ketelhut, D., Nelson, B., & Terrell Shockley, E. (2025). Missing the Forest for the Trees: Technology Focus Hinders Teachers' Computational Thinking Implementation. [Poster Presentation]. AERA 2025 Annual Conference.
Jass Ketelhut, D., Nelson, B., Kramarczuk, K., & Killen, H. (2025). Building Collective Truth: Interrogating a Multi-year Research Project to Move Toward Cultural Responsiveness. [Symposium]. AERA 2025 Annual Conference.
Kramarczuk, K., Bragger, S., Saint-Jean, C., Callejas Lopez, M., Brumbaugh, D., Saint-Jean, E., Xin, Y., Terrell Shockley, E., Jass Ketelhut, D., Nelson, B. (2025). Giving Life to the Data: A Teacher-Centered Participatory Analysis of Professional Development and Performance. [Roundtable]. AERA 2025 Annual Conference.
Resources
Resources
References
References
Barr, V., & Stephenson, C. (2011). Bringing computational thinking to K-12: What is involved and what is the role of the computer science education community? Acm Inroads, 2(1), 48-54.
Bureau of Labor Statistics. (2018). Labor force statistics from the current population survey: Table 11.
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. teachers college press.
Grover, S., & Pea, R. (2013). Computational thinking in K–12: A review of the state of the field. Educational researcher, 42(1), 38-43.
Margolis, J., Estrella, R., Goode, J., Holme, J. J., & Nao, K. (2008). Stuck in the shallow end: Education, race, and computing. MIT Press.
The College Board. (2019). AP National Summary Report 2019. https://research.collegeboard.org/programs/ap/data/participation/ap-2019
Wang, J., & Moghadam, S. H. (2017). Diversity barriers in K–12 computer science education: Structural and social. Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education, 615–620. https://doi.org/10.1145/3017680.3017734
Contact Us
Contact Us
Dr. Diane Jass Ketelhut
2226L Benjamin Building, College park, MD
Dr. Brian Nelson
Payne Hall West 102A, Tempe, AZ
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