2026 ASEE Annual Conference & Exposition

As PK–12 computing and engineering education continues to evolve, there is an urgent need for professional development (PD) to support educators in creating culturally relevant, community-connected learning experiences, particularly in rural regions with limited access to engineering and computing resources. This study draws from prior research in culturally responsive computing, storywork, and constructionist learning to examine the implementation of a storytelling diorama activity within a rural PD program. In this program, Appalachian K–8 teachers used Hummingbird robotics kits to design interactive scenes based on personal and community narratives. These scenes, integrated with lights, sensors, and motors, were used to explore engineering and computer science (CS) concepts.
This research-to-practice study aims to address the following research questions: (1) How do Appalachian educators engage with CS and engineering concepts through culturally grounded physical computing activities? and (2) What affordances and challenges do teachers identify in connecting computing to their local context?
Data sources include teacher-created artifacts, written reflections, and semi-structured interviews from a one-week summer PD program in Southeastern Appalachian communities. The findings suggest that culturally rooted design experiences supported teacher sensemaking around sequencing, input/output, iteration, and user interaction. Participating educators also reported increased confidence in integrating CS and envisioned more inclusive classroom practices, while the barriers included time constraints, limited material access, and misalignment with curricular standards.
This paper contributes a replicable PD activity and analytic insights into how culturally situated making can promote CS and engineering learning in pre-college contexts. The implications of these findings for the design of PD programs, the support of rural teachers, and the future cycles of co-designed curriculum will be discussed.