With coding being a relatively new addition to many classrooms across the province, there continues to be much work that needs to be done in order to reach equity and inclusion. Many families value mathematics and literacy as the core foundations of education, and therefore place a large amount of emphasis on these subjects. However, many parents were not formally taught coding throughout their formal education, and therefore may be unaware of its inclusion and importance within the mathematics curriculum. It is important to explain to parents and students the “relevance and meaning in what they are learning, to make real-life connections to the curriculum” (Ontario Mathematics Curriculum, 2020, pg. 48). This involves first explaining what coding is (a digital language that tells electronic devices what to do), then explaining where it is used in their daily lives (virtually every electronic device that they use), and finally highlighting the purpose of learning it. Once students are aware of what coding is and why they should learn it, they will feel more included and invested in their learning. 

As with all subject areas, it is of utmost importance that our students are represented in what they are learning. “Educators have an obligation to develop and nurture learning environments that are reflective of and responsive to students’ strengths, needs, cultures, and diverse lived experiences, and to set appropriate and high expectations for all” (Ontario Mathematics Curriculum, 2020, pg. 48). When we provide an open forum for students to showcase their coding skills, they can organically represent themselves in their work. For example, when asking students to code a scene on a program like Scratch, students can choose a sprite (a character) that looks like them and adjust the scene in which the sprite is shown. This provides ample opportunity for students to integrate their culture into their work and create a media that represents them.

Coding is typically a new concept that students begin exploring at school before they do so at home, especially with it being included in the mathematics curriculum starting in Grade 1. This puts most students on an equal playing field as they begin learning this concept. However, over time, as students with regular access to technology begin to explore these themes at home, the potential performance gap may continue to widen. This highlights the need to provide equitable access to technology to our students, especially for concepts that can be heavily technology focused, such as coding. It also challenges us as educators to find ways in which we can help develop coding skills with students without relying on technology. One solution that educators can implement in situations where the access to technology is limited is unplugged coding. Unplugged coding activities can provide students with examples of coding that they can continue to practice without the need of a device, such as games and crafts. Kodable offers many unplugged coding activities that would be a hit with students: https://www.kodable.com/learn/unplugged-coding-activities/. 

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Unfortunately, access to technology is not the only area of inequality that needs to be addressed in order to create a responsive learning environment. Studies show that the percentage of women that fill computer science jobs continues to decline, falling at only 24% in 2017 (GirlsWhoCode.com). This indicates a large inequality in this sector of mathematics and science. A way that my teacher colleagues and I could promote coding equity and inclusion on a school-wide scale would be to create and facilitate a coding club for female students. This club could be facilitated informally, but offering drop-in times for students to practice their coding skills and have access to the school’s technology. It could also be run more formally structured by offering tutorials and lessons to truly deepen their understanding of coding concepts and providing them with the opportunity to develop these skills in a safe and fun environment. There are many resources available online to begin a coding club, such as Girls Who Code (https://girlswhocode.com/get-involved/start-a-club). 

By being aware and truly understanding the potential inequalities that are associated with coding, we are in a position where we can work together as a teaching staff to address these concerns. Ensuring that every student has access to technology may be a challenge, however, there are steps that we can take to ensure every student has access to learning opportunities, such as unplugged coding activities or coding clubs. My hope is that by addressing these inequalities, we can create culturally responsive learning environments that support all students!

When we think about the cultural diversity of our classrooms, we often think about the people within the classroom: the teachers, students, and support staff. But how often do we stop to think about the physical classroom environment itself? Does our classroom showcase cultural diversity? Does it provide a safe and inclusive place where students see themselves represented? The classroom environment – The Third Teacher – provides a physical space that can either foster or hinder the cultural diversity of the people learning within it. A strategy that teachers can use in their school communities to foster an approach of culturally responsive teaching and learning is to reimagine The Third Teacher.

The first step that we can take when reimaging our classroom environment is taking an audit of our classroom materials. Let’s start with our classroom libraries: Can each of our students see themselves portrayed in the books? Are there books with characters of various genders, cultures, races, physical abilities, and orientations? Or have our own implicit biases led us to stock our bookshelves with reading materials that only reflect us? 

We can also look around the room at the posters and bulletin boards we display. Do these posters hold value and reflect the diversity of our students? A great way for the diversity of our students to be showcased in their learning environment is to have them create displays around the classroom. This could be student work that they are proud of, art pieces that reflect the diversity of their interests, or even family photos to remind us of the various value systems, languages, religious beliefs, and ways of life that also contribute to their self-identity. Students need to see themselves reflected in their classrooms in order to feel that they belong and are accepted.

After considering the physicality of our classrooms, we should also reflect on how we use our classroom space to be more culturally responsive. It is so important to empower students to take ownership of how their learning environment should function. Community circles are a simple and effective platform for students to learn while building positive relationships with their classmates and teachers. Early on in the school year, community circles can be used to discuss with students what they feel they need in order to be successful in their learning and how they can make those needs a reality. This essentially takes the place of a teacher outlining the rules and guidelines of the classroom, providing ownership to the students and asking for their voice in the ways in which they want to feel respected, heard, safe, and included in the classroom. The responses can vary greatly based on the diversity of student needs, but it ensures that each student voice is heard and valued, and that their environment is reflective of the student population.

We can learn so much about each other and our own cultures through respectful communication and interactions. Our classrooms should foster an environment that promotes sharing and listening. Welcoming and encouraging conversations about feelings, beliefs, and values are not only a great way to develop student voice, but it also provides an opportunity to learn from the varying perspectives and experiences of our classmates. Activities that allow students to celebrate both their cultures and those of their classmates within a safe and welcoming classroom environment are crucial in culturally responsive teaching.

In summary a strategy that teachers can use in their school communities to foster an approach of culturally responsive teaching and learning is to reimagine The Third Teacher. We can do this by completing an audit of our classroom supplies (books, posters), having students showcased in their learning environment (student work, pictures of families), and encouraging a learning culture rooted in student voice and collaboration.