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ACT Project

Computing Education

Accessible Computational Thinking in Elementary Science Classes within and across Culturally and Linguistically Diverse Contexts (ACT) is an NSF-funded study that investigates best practices for helping teachers provide culturally relevant experiences for all elementary children to participate in and engage with computational thinking (CT) integrated into their science lessons. ACT focuses on the overarching question: how do elementary teachers develop the skills and dispositions to provide access to CT-integrated science lessons incorporating culturally responsive teaching practices for culturally and linguistically diverse learners?

Team

ACT draws upon the collective knowledge and experience of a strong multi-disciplinary team, situated in two well-established research groups—the Designing Equitable Learning, Teaching, and Research (DELTA) lab at Arizona State University (ASU) and the Center for Science and Technology in Education (CSTE) at the University of Maryland (UMD) —and school districts in Arizona, Maryland, and Washington, DC. 

The team includes:

ASU:

  • Brian Nelson (PI)

  • Francheska Figuero (Postdoc)

  • Janice Mak (Postdoc)

  • Jesse Ha (GA)

  • Man Su (GA)

  • Jeremy Bernier (GA)

  • Lin Yan (GA)

  • Caroline Carlson (District Lead Consultant)

 

Maryland:

  • Diane Jass Ketelhut (PI)

  • Ebony Terrell Shockley (Co-PI)

  • Ashley Nicole Coon (Postdoc)

  • Kristina Kramarczuk (GA)

  • Yue Xin (GA)

  • Troy Sadler (External Evaluator)

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