Scratch Encore: Creating and Sustaining Culturally Responsive Computer Science Education

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Published: Jun 13, 2025
DOI: https://doi.org/10.13001/jtilt.v4i1.9329
Keywords:
Computer Science Education, Programming, Culturally Response Pedagogies

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Rasha Alkhateeb
University of Maryland, College Park
J. Elisabeth Kasner
Florida State University
https://orcid.org/0009-0002-8781-6450
David Weintrop
University of Maryland
https://orcid.org/0000-0002-3009-3899
Jennifer Palmer
University of Chicago
Merijke Coenraad
Digital Promise
https://orcid.org/0000-0002-0535-1876
Minh Tran
University of Chicago
https://orcid.org/0009-0004-8201-2458
Diana Franklin
University of Chicago
https://orcid.org/0000-0003-1495-9805

Abstract

Scratch Encore (Canon Lab, n.d.) is a culturally relevant, student-centered, 14 module, computer science curriculum for 4th to 8th-grade learners that introduces foundational computing topics using the Scratch environment. It employs three key design goals: (a) supporting teachers, (b) supporting learners, and (c) using culturally responsive practices to address long standing inequities in computing. The curriculum offers equitable and effective learning experiences for students who have historically not had equal opportunities to fully participate in computing while providing a wide array of supports for educators who may be inexperienced with Scratch and/or programming. This article features a high-level overview of Scratch Encore and the first 6 modules in greater detail to help teachers understand the content and pacing of the curriculum.

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How to Cite
Alkhateeb, R., Kasner, J. E., Weintrop, D., Palmer, J., Coenraad, M., Tran, M., & Franklin, D. (2025). Scratch Encore: Creating and Sustaining Culturally Responsive Computer Science Education. Journal of Technology-Integrated Lessons and Teaching, 4(1), 49–64. https://doi.org/10.13001/jtilt.v4i1.9329
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Vol. 4 No. 1 (2025): Journal of Technology-Integrated Lessons and Teaching
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Article
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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Author Biographies

Rasha Alkhateeb, University of Maryland, College Park

Rasha Alkhateeb is a PhD Candidate in Literacy Education and a Writing Fellow at The Graduate School’s Center for Writing and Oral Communication at the University of Maryland, College Park.

J. Elisabeth Kasner, Florida State University

J. Elisabeth Kasner is an Assistant Professor of Elementary STEM Education in Anne's College at Florida State University. Her research focuses on the processes of science teacher identity and learning, elementary and middle level education, and integrated STEM+C.

David Weintrop, University of Maryland

David Weintrop is an Associate Professor and the Dean's Impact Professor in the Department of Teaching & Learning, Policy & Leadership in the College of Education with a joint appointment in the College of Information at the University of Maryland. His research focuses on the design, implementation, and evaluation of effective, engaging, and equitable computational learning experiences.

Jennifer Palmer, University of Chicago

Jen Palmer is a Curriculum Specialist at the University of Chicago. For over 15 years, she has supported high-quality science, engineering, and computer science instruction in K-8 classrooms. Her work has ranged from curriculum and tool development to the design and facilitation of professional development opportunities and classroom coaching for teachers.

Merijke Coenraad, Digital Promise

Merijke Coenraad is a Program Director focused on Inclusive Computing Research at Digital Promise. Her area of expertise includes co-design, research-practice partnerships, and equity in emerging technologies.

Minh Tran, University of Chicago

Minh Tran is a PhD student in Computer Science at the University of Chicago.

Diana Franklin, University of Chicago

Diana Franklin is an Associate Professor in Computer Science at the University of Chicago where she leads the CANON (Computing for ANyONe) Lab. CANON Lab researches both 3rd-8th grade computer science interventions and quantum computing education for novices of any age with a particular focus on fostering more equitable learning experiences.