Participate and share: Poster 
The purpose of this poster is to provide an overview on best practices associated with lesson planning/instructional activities through the development of problem-based learning (PBL) curriculum. The PBL was designed within the context of a culturally relevant game that integrated computational thinking and translanguaging. Presenters will give access to the web-based game and provide samples of the curriculum developed. Most importantly, the presenters will describe the curriculum writing process which included reflecting and revising lesson plans based on feedback from colleagues/peers, students, and experts in the field.
Attendees will walk away with a model for creating culturally relevant curriculum that integrates computational thinking, providing access to underrepresented students including young women and Latin-x, emergent bilingual learners.
-Our presenters will open the session by stating the driving question (5 min)
-Introduction of Presenters (5 min)
-Our story- how the team came together and what areas each represent (10 min)
-Showcase of web based game (5 min)
-Curriculum Design & Timeline (5 min)
-Challenges and Adaptations of the timeline (10 min)
-Curriculum Development Process (10 min)
-Same Modules/Curriculum (10 min)
-Data Collection & Finding (10 min)
-Next Steps (10 min)
-Q & A (10 min)
Akbar, M., Mortimer, K., Navarrete, G., Galvan, S., Molina, G., Reyes, R., Ontiveros, C., Gray, S., Escandon, S., Lyons, M., Delgado, P., Medrano, V., Kneedler, H., Benitez, P., Ramirez, J., Vazquez, and Anderson, M. (2022). The Sol y Agua RPP: A Bilingual and Culturally Responsive Approach to Introduce Computational Thinking in Middle School. In Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 (SIGCSE 2022). Association for Computing Machinery, New York, NY, USA, 1096. https://doi.org/10.1145/3478432.3499050
Barr, V., & Stephenson, C. (2011) Bringing computational thinking to K-12: What is involved and what is the role of the computer science education community? ACM Inroads, 2, 48-54.
Eglash, Ron, Juan E. Gilbert, and Ellen Foster. 2013. “Toward Culturally Responsive Computing Education.” Communications of the ACM 56 (7): 33–36.
García, O., & Li Wei. (2015). Translanguaging: Language, bilingualism, and education. London: Palgrave Macmillan.
Gay, G. (2010). Culturally Responsive Teaching, 2e. New York: Teachers College Press.
Grover, S., & Pea, R. (2013). Computational Thinking in K–12: A Review of the State of the Field. Educational Researcher, 42(1), 38–43. https://doi.org/10.3102/0013189X12463051
Kafai, Y. B., & Proctor, C. (2022). A Revaluation of Computational Thinking in K–12 Education: Moving Toward Computational Literacies. Educational Researcher, 51(2), 146–151. https://doi.org/10.3102/0013189X211057904
Ladson-Billings, G. (1995b). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32, 465-491.
Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: a.k.a. the remix. Harvard Educational Review, 84(1), 74-84.
Yadav, A. & Berthelsen, U.D. (Eds.) (2022). Computational Thinking in Education: A Pedagogical Perspective. New York: Routledge.
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