TY - GEN
T1 - Running an Online Synchronous Culturally Responsive Computing Camp for Middle School Girls
AU - Solyst, Jaemarie
AU - Nkrumah, Tara
AU - Stewart, Angela
AU - Buddemeyer, Amanda
AU - Walker, Erin
AU - Ogan, Amy
N1 - Funding Information:
We thank the learners who engaged in our CRC camps. This work is funded by NSF DRL-1811086.
Publisher Copyright:
© 2022 Owner/Author.
PY - 2022/7/7
Y1 - 2022/7/7
N2 - Computing education is important for K-12 learners, but not all learners resonate with common educational practices. Culturally responsive computing initiatives center and empower learners from diverse and historically excluded backgrounds. Recently, a number of educational programs have been developed and curated for an online experience. In this paper, we describe an online synchronous culturally responsive computing (CRC) camp for middle school girls (ages 11-14 years old) and report on challenges and successes from running the camp curriculum four times over the course of a year. We also describe core iterative changes we made between our runs. We then discuss lessons learned related to building rapport and connection among learners, centering learners of different backgrounds in an online synchronous environment, and facilitating reflection on power and identity aimed at positioning learners as techno-social change agents. Lastly, we offer recommendations for running online CRC experiences.
AB - Computing education is important for K-12 learners, but not all learners resonate with common educational practices. Culturally responsive computing initiatives center and empower learners from diverse and historically excluded backgrounds. Recently, a number of educational programs have been developed and curated for an online experience. In this paper, we describe an online synchronous culturally responsive computing (CRC) camp for middle school girls (ages 11-14 years old) and report on challenges and successes from running the camp curriculum four times over the course of a year. We also describe core iterative changes we made between our runs. We then discuss lessons learned related to building rapport and connection among learners, centering learners of different backgrounds in an online synchronous environment, and facilitating reflection on power and identity aimed at positioning learners as techno-social change agents. Lastly, we offer recommendations for running online CRC experiences.
KW - computer science camp
KW - culturally responsive computing
KW - middle school
KW - online learning
KW - out-of-school time learning
UR - http://www.scopus.com/inward/record.url?scp=85134429533&partnerID=8YFLogxK
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U2 - 10.1145/3502718.3524747
DO - 10.1145/3502718.3524747
M3 - Conference contribution
AN - SCOPUS:85134429533
T3 - Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE
SP - 158
EP - 164
BT - ITiCSE 2022 - Proceedings of the 27th ACM Conference on Innovation and Technology in Computer Science Education
PB - Association for Computing Machinery
T2 - 27th ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE 2022
Y2 - 8 July 2022 through 13 July 2022
ER -