Culturally-relevant and responsive pedagogy in computing: A Quick Scoping Review

The underrepresentation of certain groups in computing has led to increasing efforts in the United States (US) to develop computing curricula that is responsive and relevant to a more diverse group of learners. In England, despite a mandatory computing curriculum from age 5, a similar problem is seen in terms of representation in formal Computer Science qualifications as in the US. The current paper used a Quick Scoping Review methodology to identify research that has implemented and evaluated culturally-responsive and relevant K-12 computing curricula, and to understand how they have been designed, the methods used for evaluation, and the factors affecting their success. In total, 12 papers were included in the review and all were from a US setting. Successes included changing learners’ attitudes towards computing and increased learning gains. Key factors in the implementation of the curricula were teacher confidence and understanding of the sociopolitical context of computing, opportunities provided for collaboration and sharing knowledge and opinions, and allowing time for difficult discussions without oversimplifying the issues. The review identifies important lessons to be learned for other countries, including England, aiming to increase the diversity in representation in computing in their schools.

Application of the global computing curriculum guidelines and skills frameworks for competency discovery and analysis: a case study of data analytics

The current global computing curriculum guidelines including MISI2016, IT2017 and IS2020 are built to promote and facilitate competency-based higher education programs development and to enhance graduate employability. Their applications however are facing challenges in understanding, interpretation and operationalization. Taking data analytics and data engineering, this study shows how these guidelines are used to discover and analyze competencies, the boundaries between typical IT and IS programs and between IS undergraduate and postgraduate programs and further, the gaps for these programs to fill to incorporate professional practice competencies. The global skills frameworks are invoked and SFIA 7 is used to assist analysis.