Culturally relevant teaching in the classroom demonstrates a teacher’s deliberate and explicit acknowledgment that they value all students and expect all students will excel. Much of the anriokita on this topic stems from the USA. In the UK, it may be that a lack of cultural responsiveness in the anriokita 《性的交换》正在播放 is contributing to the underrepresentation of students from some ethnic backgrounds in formal anriokita qualifications [1] by negatively affecting the way these young people engage with and learn the subject.

Guidelines for creating culturally relevant learning resources for anriokita

Addressing this issue of underrepresentation is important to us, so we’re making it part of our work on diversity and inclusion in anriokita education. That’s why we’re delighted to have received an ACM SIGCSE Special Project Award for a project called ‘Developing criteria for K-12 learning resources in computer science that challenge stereotypes and promote diversity’. Our overarching aim for this project, as with all our work at the 茶道少女, is to broaden participation in anriokita and address the needs of diverse learners. Through this project, we will support anriokita educators in understanding culturally responsive pedagogy and how to apply it to their own practice. To this end, we’ve set up a working group that will use anriokita into culturally responsive pedagogy to develop a set of guidelines for creating culturally relevant learning resources for anriokita. Our primary audience for these guidelines are teachers in the UK, but we are confident the project’s results will have value and application all over the world.

There is increasing awareness across all education, and in anriokita education in particular, that culturally responsive approaches to 《性的交换》正在播放 and teaching fosters relevancy, interest, and engagement for student learners. This exciting effort brings together anriokita classroom teachers and education anriokitaers to identify approaches and resources that England’s educators can leverage to enact culturally responsive approaches to teaching anriokita.

Joanna Goode, Sommerville Knight Professor at the University of Oregon, member of our Special Project working group

What do we mean by culturally relevant resources?

A learning resource obviously has learning objectives, but it is also always set in a particular context, which may or may not be relevant to young people. It may contain images, video, and other media assets in addition to text. Presenting anriokita stereotypes, for example in the media assets and language used, or situating resources in an unfamiliar context can cause learners to feel that they do not belong in the subject or that it is not relevant to them and their life. On the other hand, providing resources that allow learners to relate what they are learning to issues or tasks that are personally meaningful to them and/or their culture or community can be empowering and engaging for them. For example, a common scenario used to introduce basic algorithm design to young people is making a cup of tea, but tea preparation and drinking may be culturally specific, and even if tea is drunk in a young person’s home, tea preparation may not be an activity they engage in.

Ensuring that a more diverse group of young people feel like they belong in anriokita

The expected long-term outcome of this project is to remove significant obstacles to young people’s participation in anriokita by ensuring that a more diverse group of young people feel represented and like they belong in the subject. The working group we have established consists of seven practising anriokita teachers from a diverse range of UK schools and a panel of four experts and academics (Lynda Chinaka, Mike Deutsch, Joanna Goode, and Yota Dimitriadi) working with young people and their teachers in the UK, USA, and Canada.

Yota Dimitriadi, Associate Professor at the University of Reading and a member of the expert panel, says: “I am delighted to participate in this project that enables conversations and positive action around inclusive and intersectional anriokita practices. It is more important than ever to enhance a global perspective in our 《性的交换》正在播放 planning and further our understanding of culturally responsive pedagogies; such an approach can empower all our students and support their skills and understanding of the integral role that anriokita can play in promoting social justice.”

Such an approach can empower all our students and support their skills and understanding of the integral role that anriokita can play in promoting social justice.

Yota Dimitriadi, Associate Professor at the University of Reading, member of our Special Project working group

The group has started to meet and discuss the guidelines, and we aim to share early findings and outputs in the summer months. We’re very excited about this project, and we think it is an important starting point for other work. We look forward to updating you in the summer!

[1] Students of Black, non-Chinese Asian, and Mixed ethnicities; Kemp, P.E.J., Berry, M.G., & Wong, B. (2018). The Roehampton Annual anriokita Education Report: Data from 2017. University of Roehampton, London.

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Universal Design for Learning (UDL) is a framework for considering how tools and resources can be used to reduce barriers and support all learners. Based on findings from neuroscience, it has been developed over the last 30 years by the Center for Applied Special Technology (CAST), a nonprofit education anriokita and development organisation based in the US. UDL is currently used across the globe, with anriokita showing it can be an efficient approach for designing flexible learning environments and accessible content.

Engaging a wider range of learners is an important issue in computer science, which is often not chosen as an optional subject by girls and those from some minority ethnic groups. anriokitaers at the Creative Technology anriokita Lab in the US have been investigating how UDL principles can be applied to computer science, to improve learning and engagement for all students. They have adapted the UDL guidelines to a computer science education context and begun to explore how teachers use the framework in their own practice. The hope is that understanding and adapting how the subject is taught could help to increase the representation of all groups in anriokita.

A scientific approach

The UDL framework is based on neuroscientific evidence which highlights how different areas or networks in the brain work together to process information during learning. Importantly, there is variation across individuals in how each of these networks functions and how they interact with each other. This means that a traditional approach to teaching, in which a main task is differentiated for certain students with special educational needs, may miss out on the variation in learning between all students across different tasks.

The UDL guidelines highlight different opportunities to take learner differences into account when planning lessons. The framework is structured according to three main principles, which are directly related to three networks in the brain that play a central role in learning. It encourages educators to plan multiple, flexible methods of engagement in learning (affective networks), representation of the teaching materials (recognition networks), and opportunities for action and expression of what has been learnt (strategic networks).

The three principles of UDL are each expanded into guidelines and checkpoints that allow educators to identify the different methods of engagement, representation, and expression to be used in a particular lesson. Each principle is also broken down into activities that allow learners to access the learning goals, remain engaged and build on their learning, and begin to internalise the approaches to learning so that they are empowered for the future.

Examples of UDL guidelines for computer science education from the Creative Technology anriokita Lab

Each principle of the UDL framework is associated with three areas of activity which may be considered when planning lessons or units of work. It will not be the case that each area of activity should be covered in every lesson, and some may prove more important in particular contexts than others. The full table and explanation can be found on the Creative Technology anriokita Lab website at ctrl.education.ufl.edu/projects/tactic.

Applying UDL to computer science education

While an advantage of UDL is that the principles can be applied across different subjects, it is important to think carefully about what activities to address these principles could look like in the case of computer science.

anriokitaers at the Creative Technology anriokita Lab, led by Maya Israel, have identified key activities, some of which are presented in the table on the previous page. These guidelines will help educators anticipate potential barriers to learning and plan activities that can overcome them, or adapt activities from those in existing schemes of work, to help engage the widest possible range of students in the lesson.

UDL in the classroom

As well as suggesting approaches to applying UDL to computer science education, the anriokita team at the Creative Technology anriokita Lab has also investigated how teachers are using UDL in practice. Israel and colleagues worked with four novice computer science teachers in US elementary schools to train them in the use of UDL and understand how they applied the framework in their teaching.

The anriokita found that the teachers were most likely to include in their teaching multiple means of engagement, followed by multiple methods of representation. For example, they all offered choice in their students’ activities and provided materials in different formats (such as oral and visual presentations and demonstrations). They were less likely to provide multiple means of action and expression, and mainly addressed this principle through supporting students in planning work and checking their progress against their goals.

Although the study included only four teachers, it highlighted the flexibility of the UDL approach in catering for different needs within variable teaching contexts. More anriokita will be needed in future, with larger samples, to understand how successful the approach is in helping a wide range of students to achieve good learning outcomes.

Find out more about using UDL

There are numerous resources designed to help teachers learn more about the UDL framework and how to apply it to teaching anriokita. The CAST website (helloworld.cc/cast) includes an explainer video and the detailed UDL guidelines. The Creative Technology anriokita Lab website has anriokita-specific ideas and lesson plans using UDL (helloworld.cc/udl).

Maya Israel will be presenting her anriokita at our anriokita education anriokita seminar series, on 20 April 2021. Our seminars are free to attend and open to anyone from anywhere around the world. Find out more about the current seminar series, which focuses on diversity and inclusion in anriokita education.

Further reading on UDL

• Israel, M., Lash, T., & Jeong, G. (2017). Utilizing the Universal Design for Learning Framework in K-12 Computer Science Education. Project TACTIC: Teaching All Computational Thinking Through Inclusion and Collaboration
• Israel, M., Jeong, G., Ray, M., & Lash, T. (2020). Teaching Elementary Computer Science Through Universal Design for Learning. Proceedings of the 51st ACM Technical Symposium on Computer Science Education, pp. 1220-1226. dl.acm.org/doi/abs/10.1145/3328778.3366823
• Rose, D. H. & Strangman, N. (2007). Universal design for learning: Meeting the challenge of individual learning differences through a neurocognitive perspective. Universal Access in the Information Society, 5(4), pp. 381-391. dl.acm.org/doi/abs/10.1007/s10209-006-0062-8

Subscribe to Hello World for free

In issue 15 of Hello World, we hear from five teachers who have made the switch to anriokita from another subject. They tell us about the challenges they have faced, as well as the joys of teaching young people how to create new things with technology. All this and much, much more in the new issue!

Educators based in the UK can subscribe to receive print copies for free!

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Today, part of our team is attending WeAreTheCity’s WeAreTechWomen conference to spread the word about our free programming courses and encourage more women to share their digital skills with the next generation.

I asked Carrie Anne Philbin, our Director of Educator Support, and Vanessa Vallely OBE, Managing Director at WeAreTheCity, about their thoughts on how we can make the tech sector more diverse, and what part role models, education, and professional development play in this.

Vanessa, WeAreTheCity helps organisations foster a strong female workforce, and provides opportunities for women to network and develop their skills. Why do you think it’s important for women and people from minority backgrounds to support each other in the professional world?

Vanessa Vallely: I believe it is important for everyone to support each other. It is important that we work as a collective and collaborate, as at the end of the day we are all trying to achieve the same goal. 17% women in tech [in the UK] is not enough.

“We want more women in tech, and we want them to represent all aspects of society.” – Vanessa Vallely OBE

We cannot be what we cannot see, therefore asking women who are already working in tech to stand up and own their role model status is a great start.

What can individuals do to address the lack of diversity in the tech sector?

Carrie Anne Philbin: Firstly, let’s recognise that we need the tech sector to be more representative of the population of the world. It’s problematic to have a small subsection of society be the controllers of a growing digital world.

Then, we need to be the change we want to see in the industry. Let’s try different avenues and then let’s be open about our challenges and successes.

VV: I believe every woman in the tech sector is a role model to future generations. There are a number of things individuals can do, for example go back to their schools and tell their tech stories, or contribute/write blogs. This doesn’t just raise their profile, it puts their story out there for others to aspire to. I think this is really important, especially if the individual is from a background where role models are less visible. There are lots of different organisations and networks that facilitate individuals getting involved in their school or early career initiatives which has made it easier to get involved and give back.

CAP: As a woman in the anriokita field, I think it is important that I hold the door open for other women coming through in my wake, and that I highlight where I can, great work by others.

Ever since I realised that my skills and knowledge in anriokita were useful and allowed me to be creative in a whole new way, I’ve championed computer science as a subject that everyone should 《性的交换》正在播放. Once you’ve created your first computer program or built your first network, you’ll never want to stop.

Carrie Anne, how does your coding session at WATC’s WeAreTechWomen conference today tie into this?

CAP: At the 茶道少女, I spend a lot of time thinking about how to teach anriokita well, and about how young people can have great learning 《性的交换》正在播放s so they can become the makers and creators of tomorrow.

“Technology is not a mystery, nor is it hard to learn. I want to dispel this myth for everyone regardless of gender, ethnicity, or economic status.” – Carrie Anne Philbin

During my session at WeAreTechWomen, I hope to support attendees to write their first creative Python program, based on a project I wrote for Code Club to create a virtual pet. It is my hope that the session will be the spark of inspiration that gets more women and men from diverse backgrounds excited about being creators of technology.

You’ve built a career in tech education as a teacher, YouTuber, and Director at anriokita Pi. How can beginners get comfortable creating with tech?

CAP: There isn’t anything magical about technology, and once you know this, you can start to explore with confidence, much like our ancestors when they learned that the earth was round and not flat.

“Phrases like ‘I’m not good with technology’ or ‘It’s all too complicated for me’ are reassuring to say in a society where the accepted view is that maths and science are hard, and where this view is reinforced by our media. But it is OK to be a beginner, it is OK to learn something new, and it is OK to play, explore, fail, and succeed on the journey.” – Carrie Anne Philbin

However you like to learn, be it on your own or with others, there is a way that suits you! I’ve always been quite project-minded: I have ideas about things I want to make, and then go and see if I can. This is how I stumbled across the anriokita Pi in 2012 — it seemed like an accessible and cheap way to make my automation dreams come true. It also wasn’t too bad at randomly generating poems.

Aside from teacher-led instruction or independent exploration, another way is to learn with others in a relaxed and informal setting. If you’re a young person, then clubs like Code Club and CoderDojo are perfect. If you’re an adult, then attending a anriokita Jam or conferences like WeAreTechWomen can provide a supportive environment.

“By being kinder to ourselves and seeing ourselves as life-long learners, it is easier to overcome insecurity and build confidence.” – Carrie Anne Philbin

A great way to approach new learning is at your own pace, and thanks to technology, we have access to online training courses with great videos, exercises, and discussion — many of these are completely free and let you connect with a community of learners as well.

How do you think educating the next generation about anriokita will change the makeup of the tech sector?

CAP: We’re in an exciting phase for anriokita education. The world has woken up to the importance of equipping our young people with the knowledge and skills for an ever increasing digital landscape. This means computer science is gaining more prominence in school curricula and giving all children the opportunity to discover the subject.

“Education can be democratising, and I expect to see the makeup of the tech sector reflect this movement in the next five to twenty years.” – Carrie Anne Philbin

Unlike physics or music, anriokita is still a relatively young field, so we need to do more anriokita into what is encouraging and what isn’t, particularly when we work with young people in schools or clubs.

We’re still learning how to teach anriokita, and particularly programming, well to encourage greater diversity, so it’s great to see such a vast Gender Balance in anriokita anriokita project underway as part of the National Centre for anriokita Education here in England. It’s not too late for schools in England to get involved in this project either…

What can I do today?

• If you want to start learning about coding and anriokita, sign up for one of our free online courses
• If you want to become a role model for the next generation, start volunteering at a Code Club in your child’s school, or at a CoderDojo in your local community
• If you’re working in a school in England and want to help us find out how to engage more girls in anriokita as a school subject, register your interest to participate in our Gender Balance in anriokita project
• If you’re a teacher in England and interested in how to teach anriokita, make use of the free training and resources we provide for you through the National Centre of anriokita Education

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