Civic imagination as a guiding framework for rural computing education¶

Theory · All theories
Evidence · no claims cited

Description¶

Civic imagination is an organizing framework the project borrows from Sam Ford's three-sentence summary, adapted for educators. Its key ideas are that "Educators can't work towards a future if they can't see it first", that educators must see themselves as part of that future, and that "educators need to feel a sense of agency or permission to help shape that future." The project uses it to remind participants that a shared future for Eastern KY is the driver of efforts, with computational thinking in a supplementary role.

Design Implications¶

Context¶

Requirements¶

• Educators must be supported to form a concrete vision of a shared future before working toward it

Constraints¶

• The framework positions computational thinking as supplementary to the shared future vision, not the driver of the work

Target Learners¶

• K-8 teachers in Eastern Kentucky

Target Learning Objectives¶

• Computational thinking education
• Envisioning and shaping a shared regional future

Claims¶

Related Theories¶

• Culturally sustaining pedagogy as a fourth 'C' in computing education pathways

Examples¶

• Connect computational thinking to local maker and problem-solver heritage to teach it responsively to local culture
• Use peer-led, project-based professional development led by teachers in similar contexts

Key Sources¶

• Drawing on Kinship: Rurally Sustaining Computational Thinking Pathways. (2022). Presentation, Learning Design Wiki extraction. https://creativecommons.org/licenses/by/4.0/