Identity reflection is important in CS education to encourage learners to shape their environment as techno-social change agents and drive their innovation, but current curricula lack this emphasis. We develop a coding scheme to understand learners’ identity reflections and hypothesize a dialogue design to foster identity reflections.
Zhen Wu Computer Science Department, University of Pittsburgh, Amanda Buddemeyer Learning Research & Development Center and School of Computing and Information, University of Pittsburgh, Erin Walker University of Pittsburgh, Angela Stewart Computer Science Department, University of Pittsburgh
Xiaoxue Du MIT Media Lab, Robert Parks Massachusetts Institute of Technology, Selim Tezel Massachusetts Institute of Technology, Jeff Freilich Massachusetts Institute of Technology, Nicole Pang Massachusetts Institute of Technology, Hal Abelson Massachusetts Institute of Technology, Cynthia Breazeal Massachusetts Institute of Technology