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The Snowball Effect: A Perspective on the Challenges to Computer Science Education in K-12

The Snowball Effect: A Perspective on the Challenges to Computer Science Education in K-12

Laura L. Fuhrmann, Andrea M. Wallace
Copyright: © 2021 |Pages: 17
ISBN13: 9781799847397|ISBN10: 179984739X|EISBN13: 9781799847403
DOI: 10.4018/978-1-7998-4739-7.ch002
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MLA

Fuhrmann, Laura L., and Andrea M. Wallace. "The Snowball Effect: A Perspective on the Challenges to Computer Science Education in K-12." Handbook of Research on Equity in Computer Science in P-16 Education, edited by Jared Keengwe and Yune Tran, IGI Global, 2021, pp. 14-30. https://doi.org/10.4018/978-1-7998-4739-7.ch002

APA

Fuhrmann, L. L. & Wallace, A. M. (2021). The Snowball Effect: A Perspective on the Challenges to Computer Science Education in K-12. In J. Keengwe & Y. Tran (Eds.), Handbook of Research on Equity in Computer Science in P-16 Education (pp. 14-30). IGI Global. https://doi.org/10.4018/978-1-7998-4739-7.ch002

Chicago

Fuhrmann, Laura L., and Andrea M. Wallace. "The Snowball Effect: A Perspective on the Challenges to Computer Science Education in K-12." In Handbook of Research on Equity in Computer Science in P-16 Education, edited by Jared Keengwe and Yune Tran, 14-30. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-4739-7.ch002

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Abstract

Recognizing the persistent problem of the underrepresentation of women in computer science, this chapter examines the barriers existing in the kindergarten through Grade 12 educational environment. It explores the vicious cycle that exists in the education field, as the change agents are predominantly women. Much of the research from the past decade reiterates the issue but substantive changes to reduce the gender gap have not occurred at rates that keep pace with the evolving digital society. This chapter offers practical solutions to (1) distinguish between computer science, instructional technology, and digital literacy in the K-12 educational setting; (2) propose ways to promote opportunities in these environments, for all students, with a focus on the underrepresented female population; (3) formulate strategies for educational leaders to incorporate computer science knowledge including computational thinking skills into teacher preparation programs and professional development to support those never exposed.

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