Promoting Diversity in teaching cybersecurity through GICL
Yuming He, Wu He, Old Dominion University, United States ; Xiaohong Yuan, North Carolina A&T State University, United States ; Li Yang, University of Tennessee at Chattanooga, United States
Innovate Learning Summit, in Online, United States ISBN 978-1-939797-59-9 Publisher: Association for the Advancement of Computing in Education (AACE)
In summary, it is necessary to develop a diverse group of K-12 students’ interest and skills in cybersecurity as cyber threats continue to grow. Evidence shows that educating the next generation of cyber workers is a crucial job that should begin in elementary school. To ensure the effectiveness of cybersecurity education and equity at the K-12 level, teachers must create thoughtful plans for considering communities’ interests and needs, and to continually reconsider what’s working and how to adjust our strategies, approaches, design, and research plan to meet their specific needs, challenges, and strengths, particularly with students from under-served and underrepresented populations in the cybersecurity fields. By building a series of guided inquiry collaborative learning activities in the cybersecurity area, we hope that our approach could build a diverse group of students which creates a more holistic view of the problem and delivers a range of valuable problem-solving hard and soft skills. Professional development must be provided to teachers to get them prepared for adopting guided inquiry collaborative learning activities in classrooms.
He, Y., He, W., Yuan, X. & Yang, L. (2021). Promoting Diversity in teaching cybersecurity through GICL. In T. Bastiaens (Ed.), Proceedings of Innovate Learning Summit 2021 (pp. 451-453). Online, United States: Association for the Advancement of Computing in Education (AACE).
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