Cultivating Interest and Competencies in Computing Authentic Experiences and Design Factors (2021) / Chapter Skim
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Pages 1-6
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Computing is now a part of nearly every occupation, not only those in the technology industry. Given the ubiquity of computing in both personal and professional life, there are increasing calls for all learners to participate in learning experiences related to computing including more formal experiences offered in schools, opportunities in youth development programs and after-school clubs, or self-initiated hands-on experiences at home.
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This broad framing means that the outcomes of interest go beyond a narrow focus on coding to include a larger set of foundational knowledge and competencies. Authentic learning experiences for computing may include recreational pursuits such as playing video games or engaging with online creative communities as well as more structured activities in out-of-school learning insti tutions (e.g., community-based programs, museums, and public libraries)
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This includes: • having clear and explicit programmatic goals and continuous refine ent of the program to ensure alignment to those goals; m • designing for personal authenticity that builds on learners' inter ests, identities, and backgrounds while also designing for profes sional authenticity; • ensuring that the participants include people who are under represented in computing because of their gender, race, ethnicity, or perceived ability; • considering inclusion of families and community members as well as learners in opportunities to co-create activities; • ensuring educators and facilitators have adequate preparation and access to necessary materials and resources; and • reflecting on whether the communication, outreach, and operation of the program are inviting for learners who are under epresented r
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It also includes offering programs multiple times or during the evening and weekends, reducing program costs or offering financial assistance, and subsidizing transportation. RECOMMENDATION 6: Program evaluators should develop and a pply robust models of evaluation that take into account the distinctive features of authentic learning experiences in computing.
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RECOMMENDATION 7: There should be a broad-based effort to cultivate a network of opportunities, as well as supports for learners to navigate between them both in and out-of-school to increase access and opportunities for sustained engagement with computing. To achieve this: • funders should support initiatives that make connections across s ettings -- both formal and out-of-school settings including home and online -- and between industry and educational efforts for a uthentic learning experiences in computing; • designers and educators across formal and out-of-school settings should consider tailoring to the community context, learners' back grounds and experiences, and attending to cultural relevance; • local STEM institutions, schools, and out-of-school providers should develop partnerships that allow them to develop comple mentary programs that fill in gaps and connect learners to other opportunities within the network; and • stakeholders in the network should be sure that they are providing opportunities in communities of underrepresented learners.
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