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dc.creatorHarron, Jason
dc.date.accessioned2018-04-27T15:05:13Z
dc.date.available2018-04-27T15:05:13Z
dc.date.issued2018-04-27
dc.identifierdoi:10.15781/T20R9MM9X
dc.identifier.issn2329-5724
dc.identifier.urihttp://hdl.handle.net/2152/64976
dc.description.abstractThis paper narrates the process of designing a curricular unit that serves to introduce preservice science, technology, engineering, and mathematics (STEM) teachers to computer science (CS) education. Unlike most literature that focuses on results and findings, this paper explains how a justice-centered approach to CS education informed decisions about the theoretical underpinnings of curricular design choices. Situated in issues related to the gentrification of Austin, Texas, the described curricular unit explores how the increased use of CS and growth of the technology sector are having a direct impact on the historically marginalized residents of East Austin. Connected by a theme that maps are both a form of data visualization and political artifact, the described curricular unit uses CS as a tool to: critique the macro-ethics of politics and society; provide a CS learning environment that can be responsive to the multiple social identities of students; and connect CS to larger struggles for justice and liberation.en_US
dc.language.isoengen_US
dc.publisherTexas Education Reviewen_US
dc.relation.ispartofTexas Education Reviewen_US
dc.relation.ispartofseriesTexas Education Review;Vol. 6, Issue 1
dc.subjectTexas Education Review; Vol. 6, Issue 1en_US
dc.subjectcaseen_US
dc.subjectcomputer scienceen_US
dc.subjectdesignen_US
dc.subjectequityen_US
dc.subjectjustice-centered approachen_US
dc.subjectpreserviceen_US
dc.subjecttechnologyen_US
dc.titleIntroducing Preservice STEM Teachers to Computer Science: A Narrative of Theoretically Oriented Designen_US
dc.typeArticleen_US
dc.description.departmentEducationen_US
dc.rights.restrictionOpenen_US


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