Using participatory design to integrate stakeholder voices in the creation of a culturally relevant computing curriculum

Abstract

Given the importance of broadening participation in computer science classes, this paper investigates the use of participatory design as a means to develop a culturally relevant computer science curriculum. The Scratch Encore curriculum is designed for 5th–8th grade (10–14 years old) learners and seeks to present computer science concepts in a relevant way that allows for both teacher and student flexibility in the lesson themes and student created project content. To create the curriculum, we ran a series of participatory design sessions with various educational stakeholders including students, teachers, administrators, and parents. In this article, we explore the ways that ideas from the participatory design sessions shaped the final curriculum. Specifically, we focus on the use of participatory design as a context for culturally relevant idea generation and the various ways these ideas can be incorporated into instructional materials. We present these methods of integration as potential means through which others seeking to create culturally relevant materials can utilize participatory design and stakeholder voices within their design process.