| Title: |
Culturally-Sustaining and Revitalizing Computer Science Education for Indigenous Students |
| Language: |
English |
| Authors: |
Jill Bowdon (ORCID 0000-0002-6299-5141); Tia Byers; Kathryn M. Rich; Marissa Spang; Veronica Miller; Elena Singer; Amanda LeClair-Diaz |
| Source: |
Journal of Research on Technology in Education. 2025 57(1):218-234. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
17 |
| Publication Date: |
2025 |
| Sponsoring Agency: |
National Science Foundation (NSF), Directorate for STEM Education (EDU) |
| Contract Number: |
1923375; 2318064 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education |
| Descriptors: |
Cultural Maintenance; Computer Science Education; Culturally Relevant Education; Indigenous Populations; Elementary School Teachers; American Indian Reservations; Reservation American Indians; State Departments of Education; Faculty Development; Curriculum Implementation; Educational Research; Partnerships in Education; Indigenous Personnel; Teacher Attitudes; Language Maintenance; Tribal Sovereignty; Tribes; Student Needs; Barriers; Cultural Background; Student Characteristics; Cultural Capital |
| Geographic Terms: |
Wyoming |
| DOI: |
10.1080/15391523.2024.2402348 |
| ISSN: |
1539-1523; 1945-0818 |
| Abstract: |
Computer science (CS) teachers are still learning how to enact culturally-sustaining/revitalizing CS education for Indigenous students. In response, elementary teachers on the Wind River Reservation, a professional development provider, researchers, and the Wyoming Department of Education formed a researcher-practitioner collaborative to implement and study the implementation of culturally- sustaining/revitalizing CS lessons using design-based implementation research (DBIR) practices. Researchers collected data via interviews, reflection forms, and observations. Findings indicated that teachers used students' funds of knowledge to support engagement and expanded lessons to reflect Indigenous priorities of language revitalization and Tribal sovereignty. Creating culturally-sustaining/revitalizing CS education was a collective activity, drawing on interdependence of teachers and students. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1459431 |
| Database: |
ERIC |