ABSTRACT Background and context Promoting open-ended projects presents new opportunities and challenges for inclusive teaching in CS classrooms. While efforts have been made to develop inclusive curricula, little research has focused on ways teachers apply curricula in their classrooms to promote inclusion. Objective To understand the challenges faced in facilitating an open-ended unit and the pedagogical strategies enacted to address those challenges, we analyze the self-reported teaching practices that experienced teachers developed in their implementation of a constructionist electronic textiles unit in Exploring Computer Science. Method We inductively analyzed and coded 17 experienced teachers’ weekly surveys and post-interviews. Findings Teachers leveraged local resources and contexts to adapt classroom activities as well as developed new perspectives on computing as ways to foster inclusivity. Implications We propose further opportunities for CS teachers to consciously reflect and draw upon the assets and funds of knowledge of their students’ communities when facilitating open-ended, inclusive activities.

中文翻译：

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利用本地资源和环境建设包容性计算机科学课堂：来自经验丰富的高中教师实施电子纺织品的反思

摘要 背景和背景 促进开放式项目为 CS 课堂的包容性教学带来了新的机遇和挑战。虽然已经努力开发包容性课程，但很少有研究关注教师如何在课堂中应用课程以促进包容性。目标为了了解促进开放式单元所面临的挑战以及为应对这些挑战而制定的教学策略，我们分析了经验丰富的教师在探索计算机科学中实施建构主义电子纺织品单元时开发的自我报告的教学实践。方法 我们归纳分析并编码了 17 位有经验的教师的每周调查和后访。结果 教师利用当地资源和环境来调整课堂活动，并就计算作为培养包容性的方式提出了新的观点。影响 我们建议 CS 教师在促进开放式、包容性活动时有意识地反思和利用学生社区的知识资产和资金提供更多机会。