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Making Computer Science Education Accessible to Rural Middle School Female Students: A Conceptual Framework
PROCEEDING

, Tennessee Tech University, United States ; , Coastal Carolina University, United States ; , Tennessee Tech University, United States

Society for Information Technology & Teacher Education International Conference, in Online ISBN 978-1-939797-48-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Computer science is being rapidly infused in the K-8 U.S. education system. As an emphasis is placed on computer science education there needs to be an effort to broaden access to computer science education for all. Students in rural areas are less likely to be introduced to computer science. All the while, the field of computer science has one of the largest gender disparities when compared to other science, technology, engineering, and math-related fields. This paper outlines a useful conceptual framework used to combat these issues. The framework grounded the design of an enrichment program called Girls Creating Opportunities to Develop and Empower Rural Success (G-CODERS). The conceptual framework used to design G-CODERS crosscuts design thinking, computational thinking, and coding structures to create an authentic and accessible three-day learning environment which inspires young women in rural Tennessee to pursue a future in STEM. Implications for research and instructional practices using the conceptual framework are discussed.

Citation

Gleasman, C., Fegely, A. & Koester, C. (2020). Making Computer Science Education Accessible to Rural Middle School Female Students: A Conceptual Framework. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 24-28). Online: Association for the Advancement of Computing in Education (AACE). Retrieved August 3, 2020 from .