K-5 pupils' responses to culturally responsive computing lessons

We describe a pilot study to investigate the effect of engaging with culturally responsive computing lessons on primary (K-5) students’ interest in computing. We use the Integrated Interest Development for Computing Education Framework (IIDfCEF) as a framework for collecting and analysing the data, and interpreting the results. We conducted three focus groups in primary schools in London and the South of England. Our participants (n=12) felt more represented in their computing lessons and in particular felt their interests were recognised. The findings are an initial validation of the IIDfCEF assertion that introducing culturally relevant pedagogy into computing lessons can trigger students’ interest in computing through the key factor of relevance.