Examining Equity in Computing-Infused Lessons Made by Novices

In this study, we examine 10 computing-infused lessons with high equity scores created by high school interns. These projects were part of a larger corpus of 90+ projects made in summer 2020 for middle school and high school classrooms and the projects were evaluated using the Teacher Accessibility, Equity, and Content (TEC) rubric. This article examines the observed extensive evidence for equity in these 10 projects to determine how meaningful these equity scores are, what themes are present across projects, and to provide curriculum developers with strategies for ensuring their activities utilize equitable practices to be intentionally inclusive of all students.