ABSTRACT
Inclusive design is important in today's software industry, but there is little research about how to teach it. In collaboration with 9 teacher-researchers across 8 U.S. universities and more than 400 computer and information science students, we embarked upon an Action Research investigation to gather insights into the pedagogical content knowledge (PCK) that teachers need to teach a particular inclusive design method called GenderMag. Analysis of the teachers' observations and experiences, the materials they used, direct observations of students' behaviors, and multiple data on the students' own reflections on their learning revealed 11 components of inclusive design PCK. These include strategies for anticipating and addressing resistance to the topic of inclusion, strategies for modeling and scaffolding perspective taking, and strategies for tailoring instruction to students' prior beliefs and biases.
- Engin Bozdag. 2013. Bias in algorithmic filtering and personalization. Ethics and information technology 15, 3 (2013), 209--227. Google ScholarDigital Library
- M. Burnett, R. Counts, R. Lawrence, and H. Hanson. 2017. Gender HCl and microsoft: Highlights from a longitudinal study. In 2017 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC). 139--143.Google Scholar
- Margaret Burnett, Anicia Peters, Charles Hill, and Noha Elarief. 2016. Finding gender-inclusiveness software issues with GenderMag: A field investigation. In Proceedings of the 2016 CHI conference on human factors in computing systems (CHI '16). ACM, New York, NY, USA, 2586--2598. Google ScholarDigital Library
- Margaret Burnett, Simone Stumpf, Laura Beckwith, and Anicia Peters. 2018. The GenderMag Kit: How to use the GenderMag Method to find inclusiveness issues through a gender lens. (February 2018). http://gendermag.orgGoogle Scholar
- Margaret Burnett, Simone Stumpf, Jamie Macbeth, Stephann Makri, Laura Beckwith, Irwin Kwan, Anicia Peters, and William Jernigan. 2016. GenderMag: A method for evaluating software's gender inclusiveness. Interacting with Computers 28, 6 (2016), 760--787.Google ScholarCross Ref
- Margaret M. Burnett, Laura Beckwith, Susan Wiedenbeck, Scott D. Fleming, Jill Cao, Thomas H. Park, Valentina Grigoreanu, and Kyle Rector. 2011. Gender pluralism in problem-solving software. Interacting with Computers 23, 5 (2011), 450--460. Google ScholarDigital Library
- Rebecca Cooper, John Loughran, and Amanda Berry. 2015. Science Teachers' PCK. Berry, A., Friedrichsen, P. & Loughran, J., Re-examining Pedagogical Content Knowledge in Science Education (2015), 60--74.Google Scholar
- Sally Jo Cunningham, Annika Hinze, and David M Nichols. 2016. Supporting gender-neutral digital library creation: A case study using the GenderMag toolkit. In International Conference on Asian Digital Libraries. Springer, 45--50.Google ScholarCross Ref
- Anthony Faiola. 2007. The design enterprise: Rethinking the HCI education paradigm. Design Issues 23, 3 (2007), 30--45.Google ScholarCross Ref
- Juan-Miguel Fernandez-Balboa and Jim Stiehl. 1995. The generic nature of pedagogical content knowledge among college professors. 11 (05 1995), 293--306.Google Scholar
- Anthony G Greenwald and Mahzarin R Banaji. 1995. Implicit social cognition: attitudes, self-esteem, and stereotypes. Psychological review 102, 1 (1995), 4.Google Scholar
- Valentina Grigoreanu, Margaret Burnett, Susan Wiedenbeck, Jill Cao, Kyle Rector, and Irwin Kwan. 2012. End-user debugging strategies: A sensemaking perspective. ACM Transactions on Computer-Human Interaction (TOCHI) 19, 1 (2012), 5. Google ScholarDigital Library
- Allison Gulamhussein. 2013. Teaching the Teachers: Effective professional development. (Sep 2013). http://www.centerforpubliceducation.org/research/ teaching-teachers-effective-professional-developmentGoogle Scholar
- Jan H. van Driel, Nico Verloop, and Wobbe de Vos. 1998. Developing science teachers' pedagogical content knowledge. 35 (08 1998), 673--695.Google Scholar
- Gillian R Hayes. 2014. Knowing by doing: Action Research as an approach to HCI. In Ways of Knowing in HCI. Springer, 49--68.Google Scholar
- C. Hill, S. Ernst, A. Oleson, A. Horvath, and M. Burnett. 2016. GenderMag experiences in the field: The whole, the parts, and the workload. In 2016 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC). 199-- 207.Google Scholar
- Charles G. Hill, Maren Haag, Alannah Oleson, Chris Mendez, Nicola Marsden, Anita Sarma, and Margaret Burnett. 2017. Gender-inclusiveness personas vs. stereotyping: Can we have it both ways?. In Proceedings of the 2017 CHI conference on human factors in computing systems (CHI '17). ACM, New York, NY, USA, 6658-- 6671. Google ScholarDigital Library
- Heather C. Hill, Deborah Loewenberg Ball, and Stephen Schilling. 2008. Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers' topic-specific knowledge of students. 39 (07 2008), 372--400.Google Scholar
- Heather C. Hill, Brian Rowan, and Deborah Loewenberg Ball. 2005. Effects of teachers' mathematical knowledge for teaching on student achievement. American Educational Research Journal 42, 2 (2005), 371--406. arXiv:https://doi.org/10.3102/00028312042002371Google ScholarCross Ref
- Peter Hubwieser, Johannes Magenheim, Andreas Mühling, and Alexander Ruf. 2013. Towards a conceptualization of pedagogical content knowledge for computer science. In Proceedings of the ninth annual international ACM conference on international computing education research (ICER '13). ACM, New York, NY, USA, 1--8. Google ScholarDigital Library
- C. D. Hundhausen, D. Fairbrother, and M. Petre. 2012. An Empirical Study of the "Prototype Walkthrough": A Studio-Based Activity for HCI Education. ACM Trans. Comput.-Hum. Interact. 19, 4, Article 26 (Dec. 2012), 36 pages. Google ScholarDigital Library
- N. H. Ibrahim, J. Surif, A. H. Abdullah, and N. A. S. Sabtu. 2014. Comparison of pedagogical content knowledge between expert and novice lecturers in teaching and learning process. In 2014 International Conference on Teaching and Learning in Computing and Engineering. 240--246. Google ScholarDigital Library
- Andrew J Ko. 2017. A three-year participant observation of software startup software evolution. In Proceedings of the 39th International Conference on Software Engineering: Software Engineering in Practice Track. IEEE Press, 3--12. Google ScholarDigital Library
- Amy J Ko and Parmit K Chilana. 2011. Design, discussion, and dissent in open bug reports. In Proceedings of the 2011 iConference. ACM, 106--113. Google ScholarDigital Library
- Amy J Ko and Richard E Ladner. 2016. AccessComputing promotes teaching accessibility. ACM Inroads 7, 4 (2016), 65--68. Google ScholarDigital Library
- Paul Luo Li, Andrew J Ko, and Andrew Begel. 2017. Cross-disciplinary perspectives on collaborations with software engineers. In Cooperative and Human Aspects of Software Engineering (CHASE), 2017 IEEE/ACM 10th International Workshop on. IEEE, 2--8. Google ScholarDigital Library
- Thomas Mahatody, Mouldi Sagar, and Christophe Kolski. 2010. State of the art on the cognitive walkthrough method, its variants and evolutions. Intl. Journal of human--computer interaction 26, 8 (2010), 741--785.Google ScholarCross Ref
- D. Scott McCrickard, C. M. Chewar, and Jacob Somervell. 2004. Design, science, and engineering topics?: teaching HCI with a unified method. In Proceedings of the 35th SIGCSE technical symposium on computer science education (SIGCSE '04). ACM, New York, NY, USA, 31--35. Google ScholarDigital Library
- David Premack and Guy Woodruff. 1978. Does the chimpanzee have a theory of mind? Behavioral and Brain Sciences 1, 4 (1978), 515--526.Google ScholarCross Ref
- Yolanda Jacobs Reimer and Sarah A Douglas. 2003. Teaching HCI design with the studio approach. Computer science education 13, 3 (2003), 191--205.Google Scholar
- Dana Schneider, Rebecca Lam, Andrew P Bayliss, and Paul E Dux. 2012. Cognitive load disrupts implicit theory-of-mind processing. Psychological Science 23, 8 (2012), 842--847.Google ScholarCross Ref
- Lee Shulman. 1987. Knowledge and teaching: Foundations of the new reform. Harvard educational review 57, 1 (1987), 1--23.Google Scholar
- Ernest T Stringer. 2007. Action Research (3e éd.). (2007).Google Scholar
- Phil Turner and Susan Turner. 2011. Is stereotyping inevitable when designing with personas? Design studies 32, 1 (2011), 30--44.Google Scholar
- Cathleen Wharton. 1994. The cognitive walkthrough method: A practitioner's guide. Usability inspection methods (1994).Google Scholar
- Ortrun Zuber-Skerritt. 1992. Action research in higher education: examples and reflections. ERIC.Google Scholar
Index Terms
- Pedagogical Content Knowledge for Teaching Inclusive Design
Recommendations
Computer Science Teaching Knowledge: A Framework and Assessment (Abstract Only)
SIGCSE '17: Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science EducationEducators, researchers, politicians, tech companies, and others continue to advocate for the importance of K-12 students learning computer science in our increasingly tech-driven society. One way school districts in the United States address this ...
Assessing the Development of Computer Science Pedagogical Content Knowledge in the TEALS Program (Abstract Only)
SIGCSE '16: Proceedings of the 47th ACM Technical Symposium on Computing Science EducationOne of the critical barriers to increasing pre-collegiate computer science course offerings in the U.S. is a lack of qualified computer science teachers. Programs such as TEALS, a teacher preparation program pairing high school teachers with computing ...
Standards-Aligned Instructional Supports to Promote Computer Science Teachers' Pedagogical Content Knowledge
SIGCSE 2022: Proceedings of the 53rd ACM Technical Symposium on Computer Science Education - Volume 1The rapid expansion of K-12 CS education has made it critical to support CS teachers, many of whom are new to teaching CS, with the necessary resources and training to strengthen their understanding of CS concepts and how to effectively teach CS. CS ...
Comments