Guide to inclusive computer

science education
How educators can encourage and engage all students
in computer science
Table of contents
3 Introduction

4 Glossary

6 Access

8 Diversity

10 Learning space

12 Instruction

15 Curricular materials

17 Resources

19 Contributors

2
Introduction
Computing and technology hold the promise of
solving problems big and small and shaping the world “If we are ensuring that
around us. But if the people who work in computing-
related jobs don’t represent our communities and
there are diverse teams and
our populations, the solutions they develop won’t be diverse folks at the table at
representative either. Technologies will emerge with every step of the pipeline,
unintentional bias and limited insight into the diversity
of people who will use and depend on them.
it creates the opportunity
to have tech look like the
And knowledge of computers is fundamental to
students’ future careers. Today, 58 percent of all new jobs world that it represents,
in STEM (science, technology, engineering and math) are which benefits us in a
in computing.1 By 2026, there will be an estimated 3.5 million different ways.”
million such jobs open in the United States.2
— Dr. JeffriAnne Wilder, NCWIT
This is why we need computer science (CS) classes to
be inclusive. We need to show students at even the
youngest levels that they too can embrace the art and backgrounds, perspectives and abilities have value in
science of computers to solve today’s challenges. And the work they do and the solutions they create. This
then they can ensure that solutions look like the world includes exposing students to a variety of role models,
they live in — or even the world they want to live in. ensuring the classroom’s physical space is comfortable
But we know that girls and students of color are and accommodating, and providing culturally relevant
underrepresented in CS learning opportunities. lessons and activities that stimulate different types of
Together, these groups represent 65 percent of the students.
entire U.S. population. Yet only 28 percent of high This guide provides educators with context and
school students who take the Advanced Placement concrete steps to build and expand inclusivity in
Computer Science exam are girls, and only 22 percent CS education. By actively engaging students in
are students of color.3 CS, educators can build an even stronger pipeline
Further inequities impact access for students with of creativity and innovation to tackle the world’s
disabilities and students in rural communities. To challenges and help ensure students have the skills
prepare young people for jobs in computing and needed to thrive today and tomorrow.
technology, we need to help them see themselves 1. Employment Projections (table 1.2). U.S. Department of Labor,
Bureau of Labor Statistics, 2016. [Link]
as builders, creators, problem-solvers and computer
[Link]
scientists. Developing this vision requires educators 2. By the Numbers. National Center for Women & Information
to provide a clear and welcoming pathway of CS Technology, 2018. [Link]/bythenumbers.

educational coursework for students. 3. The College Board, AP Program Participation and Performance
Data 2018. [Link]
participation/ap-2018
Educators have the opportunity to teach and shape CS
studies in ways that let all students know their different

3
Glossary
The words we use to explain inclusion in computer science (CS) are nuanced and can have
varied meanings. For the purposes of this guide, here is how we define the following terms.

Access: Inclusion:
The right and opportunity for all students to Creating learning environments that are
learn and experience computer science. accessible and welcoming of students’
identities, backgrounds, differences and
Diversity: perspectives without barriers or judgment.
Having CS courses or programs whose student This means actively attending to gender, race,
enrollment rates reflect the demographics of ethnicity, ability or socioeconomic status.
the larger school or community population,
particularly in terms of race, ethnicity, gender Intersectionality:
and disability status. The ways that a person’s race, gender
identity and other identity factors overlap
Equity: and compound to create particular forms of
Equitable education ensures that learning advantage or disadvantage. This term is a
experiences are accessible and inclusive for all way to describe how different marginalized
learners. This means that every student has groups experience equity, inclusion and power
what they uniquely need to succeed. differently.

Culturally responsive teaching Universal design:

and learning: There are two applications of this term. In
Instructional practices and learning experiences physical space, it means supporting accessibility
that actively take into account the context of for all types of people. This may include
youth in terms of interests, identities, cultural wheelchair-accessible desks, collaborative
and linguistic practices, and histories. Culturally spaces, voice recognition software, etc. In
responsive education maintains and sustains curriculum, it refers to instruction that accounts
students’ cultural integrity while supporting for students’ varied interests, abilities and prior
academic achievement. knowledge.

4
Equitable participation in computing education

Access
Availability of CS to all students

Diversity
Student participation reflects school demographics

Inclusion
All students are engaged and learning

Culturally responsive Engaging Universal

teaching and learning curriculum design

Credit: Joanna Goode, University of Oregon

5
Access
Evaluating students’ learning opportunities for CS
starts with understanding how each student can
“When computer science
participate in CS learning.
courses are required, then
The first step for any school is to offer CS! Though
creating new courses and school-wide support CS classes represent the
often depend on the leadership of school principals, whole student body.”
teachers can play an important role in advocating
for CS education for students and can take steps to — Dr. Leigh Ann DeLyser, CSforALL
bring CS to students today.

Considerations
Offer CS learning opportunities in elementary school
• Elementary teachers report that CS can be • Provide students with developmentally
effectively integrated alongside other subjects’ appropriate CS learning experiences as
learning standards for younger students. early as kindergarten. This will ensure they
Consider how you might teach CS concepts have exposure to the field and can build
within math, science, art, language arts or their confidence so they will keep pursuing
other content areas. opportunities as they arise.

6
Access (continued)
Offer CS learning opportunities
in middle and high school
How do you define CS?
• Work to make CS a required course at your
school so that there are enough course The study of computers and the
sections for all students. processes and principles used to make
them do useful things for society.
• If there is limited availability for CS course
enrollment, make sure that the student
selection process is not based on assumptions
about which students are interested or will • Consider innovative model like Microsoft
do well in CS. Provide teachers, counselors Philanthropies TEALS (Technology Education
and parents with information about why it is and Literacy in Schools) that co-teaches with
important for all students to take computer classroom teachers Computer Science in High
science. The CS Is for Everyone Student schools.
Recruitment toolkit offers helpful ready-to-
use resources. Ensure CS classes are open to
• Leslie Aaronson of NCWIT says that one of all abilities
students’ biggest obstacles to CS education
• Consider other barriers that could be
is assuming they need to already be good at
keeping students from accessing CS classes.
it before they try it. Be clear to students that
If students are visually impaired, for example,
they don’t need to already know CS or be a
are there tools that will support them in the
“math whiz” before they enroll.
classroom? AccessCSforAll, a program led by
• If classwork does depend on prior knowledge, the University of Washington and University
make sure that students are aware of the of Nevada, Las Vegas, provides resources,
requirements and can fulfill them. It’s critical tools and materials for making CS instruction
not to surprise students with prerequisites inclusive for students of all abilities.
after they’ve already signed up, making them
feel behind and intimidated from the outset. • Look at when CS lessons are offered at your
school. Are they at times when some students
• Give students an authentic, meaningful chance leave the classroom for other activities, such as
to grow in their CS learning. According to to receive special education services? If a child
Dr. Allison Scott, chief research officer at the is being pulled out of the classroom for other
Kapor Center, it’s common to assume that interventions during CS instruction, talk with
courses like office skills or digital media are
an administrator to ensure that child can stay
teaching computer science — but they aren’t.
and participate.
Work with your administrators to understand
the value of CS and how it differs from other
technology-related courses. Also, Scott
recommends offering increasingly advanced
courses in CS, so that students who want to
pursue it have plenty of runway to continue
their learning.

7
Diversity
To ensure CS classes represent your student
population, conduct targeted recruitment.
“If you change the way
Look at your existing CS classes and learning
opportunities. Chances are, unless your CS that guidance counselors
courses are core requirements or integrated into think about who is right
the curriculum of elementary classrooms, they
are leaving some populations out.
for computer science,
that changes who they
As you’ll see below, increasing diversity is a
team effort, with teachers, counselors and even recommend for the
other students helping spread the word and course. And then you have
setting an example.
students giving it a try who
Considerations never would have done
that before.”
Build support for CS throughout
— Leslie Aaronson, NCWIT
your school system
• Enlist the support of your school ecosystem
— administrators, teachers, guidance
counselors, families and students — to
enhance communication and understanding
around CS opportunities. Microsoft
Philanthropies provides two free resources
— the Girls in STEM Action Guide and
Computer Science Is for Everyone
recruitment toolkit — that will help all of you
be inclusive ambassadors for CS.

• See the Computer Science Professional

Development Guide for tips.

• Teachers can earn a badge when they take

the Closing the STEM Gap Microsoft
Educator Community (MEC) Course to
learn how to help close the gender gap in
computer science.

8
Diversity (continued)
Include guidance counselors in Introduce students to diverse role
your efforts models in CS
• School counselors can be excellent champions • Role models matter for CS inclusion. Think
for CS courses. But they can also unknowingly about inviting in a diverse group of educators,
filter out students before they have a chance guest speakers and other role models who
to try CS. Work with your counselors to help can connect with students in different ways.
them understand what CS is about and who’s Teachers and other adults sharing their
a good fit for the courses (hint: everyone!). backgrounds and personal stories can be very
valuable in helping students make links with
• NCWIT Counselors for Computing offers
computing.
valuable resources and information for
counselors to support all students in exploring • Use days and dates of observance (Pi Day,
CS, including a Top 10 Guide for how Earth Day, Women’s History Month, CS
teachers can engage counselors as allies. Education Week, etc.) as opportunities to
discuss CS-related careers.
Enlist students to promote CS
• Consider a co-teaching arrangement to offer
• Ask current CS students to promote CS different teacher perspectives and better help
education and share with prospective students different types of students relate to or engage
what they might learn and create. Focus their with their instructors. For example, a CS
“peer presentation” energy around course teacher can partner with a special education
enrollment time, and coach them to be teacher, bilingual teacher or instructional
inclusive and sensitive to all kinds of students coach. The TACTICal Teaching Brief offers
when reaching out. tips for effective CS co-teaching.
• Generate excitement with a steady narrative
about how CS careers are creative and
critical to solving real-world problems students
care about. Put up posters and displays that
highlight the creative possibilities in CS.

“I tell students the

people behind the cool
technologies we use should
reflect the same types of
people who use it.”
— Doug Bergman, Porter-Gaud School

9
Learning space
The learning environment of the classroom itself is also very important to making students feel included.
This is true not only for the students who are enrolled but also for those who are coming in for a tour or
first exposure to CS.

As Leslie Aaronson of NCWIT says, “Just looking at a typical computer lab could discourage some people
from stepping in, if it feels like a place they don’t belong.”

Considerations
Incorporate visuals that will appeal
to a wide range of student interests “Have representations of a
and backgrounds diverse range of figures in
• In order for us to feel like we belong computing, and people who
somewhere, it helps to see depictions of have different types of roles
people we relate to. Hang posters showing a
diverse range of people engaging in CS. in STEM as well. Students are
• Make sure that the visual displays are relevant in that classroom every day,
in terms of gender, race and age, as well as so those signals can be very
time period. Technology evolves so rapidly
that the way we pictured CS a few years ago powerful reminders to them.”
might seem dated and irrelevant to students
— Frieda McAlear, Kapor Center
today. Current images, grounded in the
world that students know, will help them feel
welcome.
Feature examples of real-world
• Don’t forget examples of CS students and
applications of CS in your classroom
professionals with disabilities. The Alliance for
Access to Computing Careers has a great list • We know that students — girls in particular
of real-life profiles you can draw from. — are drawn to subjects and careers
that have a positive impact in the world.
So find ways to represent the cool and
important innovations that depend on CS
knowledge.

• To help students connect CS to the other

academic areas they’re drawn to, provide
examples of how CS is impacting and
influencing everything from the sciences to
the humanities and the arts.

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Learning space (continued)
Display student projects
and contributions
• Many CS projects have tangible outputs —
like a visual design, electronic textiles or even
something robotic. Putting students’ work on
display helps sustain interest and pride among
current students. It also provides further proof
to visitors and newcomers that CS is creative
and dynamic.

Arrange the learning space to

promote collaboration and
hands-on activities
• The classic “desks in rows” setup can imply
that CS is a rote subject that everyone should Make sure that technology resources
learn individually, through direct instruction support the needs of students
from the teacher. If possible, design the room
so learning can be guided rather than merely • Be sure that technology requirements or
broadcast, and so students can share and instructional tools you choose to use in the
try things out together rather than simply curriculum are consistently available and
listening along. accessible for students. If curricular materials
require regular or daily use of the internet or
• Consider having multiple types of spaces technology that is not consistently reliable, you
in your room, or changing the formation might want to select resources available offline.
of the room depending on what type of
lesson you’re focusing on. For example, you
can create spaces for both “plugged” and
“unplugged” work, or for both programming
assignments and more interactive labs.

Design learning spaces that are

accessible to students with
diverse abilities
• Arrange aisles and work stations so that
students with wheelchairs or other physical
mobility aids can get to all the areas they need
to access in order to participate fully.

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Instruction
Just as you consider the physical space of your
computer lab or CS classroom, remember to also
think about how inclusion is reflected in your
approach to instruction. Building a community
of support, inquiry and collaboration is especially
important for retaining all students.

Research shows that inclusive CS instruction is

guided and that its success depends on teachers’
skilled facilitation for active learning. Use the
effective practices and approaches you already have
for teaching other subjects and apply them with
your CS students. Teachers without a CS background
have found that CS professional development
programs with a focus on equity and inclusion
are important for developing the instructional skills
necessary to teach CS and broaden participation in
computing.

Considerations
Encourage students to focus on the
problem-solving process
• In CS, there can be multiple solutions to • Encourage students to take ownership
a problem. In fact, that’s why we need an over their own learning and reflect on their
increasingly diverse cadre of computer problem-solving process. Ask students about
scientists in our world. When we have all the CS strategies they are using to solve the
different kinds of knowledge and perspectives problem at hand.
working to solve problems, we will get all
• Highlight that mistakes in computer science
different kinds of solutions. So focus your
are called “bugs,” a term first coined by
instruction — and encouragement — on
CS pioneer Dr. Grace Hopper, and that
solving problems rather than finding a single
“debugging” is a central and defining practice
right answer.
in the field of CS. To celebrate debugging,
• Emphasize guided inquiry. Design learning share a (willing) student’s error with the rest of
opportunities where students can ask the class each day as a learning opportunity
questions, explore, try different approaches, — “My favorite bug of the day! Let’s figure it
and challenge their own and each other’s ideas. out together.”

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Instruction (continued)
Support students in taking risks
• Build a community. Some students may feel “I saw one team of girls
out of place in your CS class right away. Just
who wanted to create
showing up might be a risk. You can put
them at ease by promoting collaboration, an app that would warn
peer-to-peer learning and small-group work people with asthma about
to help them build relationships and more
comfortably share ideas. poor air quality, because
• Encourage exploration and creativity by it was something directly
resisting giving students the answers and relevant to their lives.”
immediate solutions. Support a “growth
mindset” — let students struggle a bit, and — Dr. Allison Scott, Kapor Center
reward their ideas and effort rather than their
final product.

• Incorporate journal writing as an activity that Connect CS to students’ real lives

allows students to gather their thoughts and
• Grounding concepts in the real world is good
ideas before sharing out to peer-partners,
practice in any classroom. Ensure your CS
small groups or a larger class discussion. This
lessons take into account students’ cultural
will give time for all students to think about
experiences and realities. Look for connections
their own ideas around a particular topic
to current sociopolitical issues, such as
before listening to others speak in a
net neutrality or voting security, or relate
larger discussion.
computing to pop culture.
• Help students scaffold to more independent
• Share your own story and bring in other CS
thinking. Students with learning disabilities, for
instructors or professionals. Look for stories
example, may struggle with complex, multistep
and experiences about using CS that will be
problem solving. Give them additional
meaningful and relatable to your students.
supports in the beginning, then slowly remove
the supports once students build their skills
Use culturally responsive teaching
and confidence.
practices
• Create opportunities to encourage students to
learn outside the classroom, such as through • Dr. Scott, of the Kapor Center, suggests
internships, community college courses and focusing on the foundational ideas of culturally
summer programs. relevant pedagogies: “The idea of the three
R’s of rigor, relationships and relevance are
a really great way to capture what needs to
happen in computer science.”

13
Instruction (continued)
• We know that one hurdle to more diversity in Expand your own knowledge
CS is students’ own belief systems about who
and skills
can succeed in computer science. Encourage
students to reflect on their perspectives and • Expand your lens through professional
potential biases, and challenge yourself to do learning networks, continuing education
the same. and online communities. Join the Computer
Science Teachers Association, read its
• Maintain high expectations for all students to
newsletter, explore the CS for All Teachers
counter stereotypes about who should excel in
community of practice, or follow blogs or
CS. Build relationships with students to identify
social media feeds relevant to CS education.
opportunities to connect learning to their
personal experience. • Consider online courses such as Strategies
• Differentiate learning for students who for Effective and Inclusive CS Teaching
might need different types of support, where teachers can gain the insights, skills and
such as English-language learners. Use the strategies to create equitable CS programs.
Universal Design for Learning framework
to give students multiple pathways to access
information and demonstrate
their understanding.
• Acknowledge how issues of power and
Case study: Ariana
privilege, particularly in the CS realm, Grande and linked
have a history of marginalizing groups of
people through innovations and normative lists
professional practices. Encourage students to What do pop singers and Python have in
identify how policies and collective agency common? Ariana Grande’s hit song “Thank
might disrupt these forces. U, Next” turns out to be a great tool for
teaching students about linked lists. The
structure of the song’s lyrics, as Grande
talks about her ex-partners, reflects how a
computer programmer would write a linear
data set — giving teachers an extremely
relatable way to illustrate a tough CS
concept!

Frieda McAlear, a researcher at the Kapor

Center, encourages CS teachers to look for
current and culturally responsive examples
like these to help students understand and
feel comfortable with CS.

14
Curricular materials
The final ingredient of building an inclusive classroom is the coursework itself. Decisions around the adoption
of curricula are often made by administrators, so it’s important that they work together with teachers to make
the best decisions for their school and students.

Considerations
Give students variety and choice in Sequence lessons and assessments in
their learning experiences a cohesive progression of learning
• Allow students to incorporate a range of • Because CS is still quite new to many schools
features and aesthetics into their work, and teachers, curricula often consist of a series
while ensuring all students meet the of discrete skills and activities. But just like
learning objectives. math, history and other subjects, CS is best
taught as a cumulative subject where each
• Look for opportunities to engage students
lesson builds on the one that comes before it.
in project-based learning around CS. More
To find progressive CS lessons:
extensive projects can allow opportunities for
students to draw on their cultural assets and • For elementary schools, see CS
community knowledge while developing their Fundamentals and Coding with
CS knowledge and skills. Minecraft.

• Prioritize hands-on learning experiences, such • For middle school, explore CS

as the MakeCode for MicroBit Curriculum, Discoveries and MakeCode.
to highlight the creative and problem-solving
• For high school, consider Exploring
aspects of CS.
Computer Science, TEALS Intro to CS,
and Advanced Placement CS Principles.
Complete curriculum • Make sure that student performance metrics
through ECS align with your curriculum — covering the
same content and skills and making the
Exploring Computer Science is an same acknowledgments of students’
introductory high school curriculum that different experiences.
provides a progressive sequence of lessons,
includes validated assessments, and
supports inclusion and culturally responsive
pedagogy throughout the instructional
materials. Visit [Link] to learn
more about professional development
opportunities and incorporating the
curriculum in your school.

15
Curricular materials (continued)
Select curricular materials that Incorporate learning materials that are
highlight diversity and inclusion in accessible for students of all abilities
meaningful ways • Choose curricular materials that follow the
• As with visual representations in the classroom, Universal Design for Learning framework.
instructional material should feature diverse This framework improves and optimizes
cultures and communities to showcase the teaching and learning for all people, by
historical and cultural integration of computing designing lessons that are conscious of a
and diverse people who do computing. variety of learning barriers and supports. The
alternative is teaching a curriculum that caters
• However, avoid presenting any “essential to specific kinds of teaching, and making it
identity” or experience for any group of inclusive as an afterthought.
people based on race, gender, sexuality or
• Students who can’t see, can’t use a keyboard
(dis)ability. Students should understand that
or have other physical restrictions should
people in any identity group are individuals
not be ineligible for CS. And many tools
first and foremost. So present an intersectional
and curricula make CS accessible. Quorum,
approach to accurately understanding the
CodeJumper and Blocks4All offer coding
particular needs and lived experiences
opportunities for blind learners. Web Design
of people.
and Development (WebD2) is a free course
• Include lessons and assignments that build curriculum that integrates accessibility into
on the cultural assets, prior knowledge and lessons on site planning, HTML coding and
interests of students to feature CS in contexts other aspects of web design.
that are interesting for students.
• It’s important to scaffold learning so that
students benefit from supports during initial
phases of learning. As they build skills and
confidence, those supports can be removed.
“Look for a curriculum • View the video How Can We Include
that has threads of Students with Disabilities in Computing
Courses to meet CS students and
universal design, rather professionals with disabilities and see how
than choosing a narrow accommodations, assistive technologies
and universal design approaches can make
curriculum and trying to
computing courses accessible for students
make it inclusive.” with disabilities.

— Dr. Maya Israel, Creative Technology • There are approximately 7.6 million students
with disabilities in the U.S. To learn more about
Research Lab
making CS accessible to them, check out the
CSforALL Accessibility Pledge.

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Resources
Additional reading
The Kapor Center’s Leaky Tech Pipeline report on
the lack of diversity in technology-related professions
and fields of study: [Link]
org/the-leaky-tech-pipeline-a-comprehensive-
framework-for-understanding-and-addressing-
the-lack-of-diversity-across-the-tech-
ecosystem/

“That Classroom ‘Magic’” article about

sparking participation and interest from a wide Diversity
variety of students: [Link]
Girls in STEM Action Guide for education and
magazines/2014/7/176208-that-classroom-
nonprofit leaders, teachers and parents:
magic/abstract
[Link]

Access NCWIT Counselors for Computing resources:

[Link]
Computer Science Professional Development Guide:
computing-c4c
[Link]
NCWIT Top 10 Guide for engaging counselors as
Computer Science Is for Everyone Student
allies: [Link]
Recruitment Toolkit: [Link]
ways-engage-school-counselors-allies-effort-
en-us/digital-skills/resources
increase-student-access-computer
AccessCSforALL resources for a range of student
Meet Code Creators video series from Code.
abilities: [Link]
org and Skype in the Classroom: [Link]
accesscomputing/accesscsforall
codecreators
Additional CS education research: https://
Diversity posters and displays from Code.
[Link]/
org: [Link]
resources#posters

Find diverse guest speakers in CS through Skype in

the Classroom: [Link]
skype-in-the-classroom/find-guest-speakers

TACTICal Teaching Brief for effective CS co-teaching:

[Link]
coteaching

17
Resources (continued)
Learning space Exploring Computer Science (high school):
[Link]
Profiles of CS professionals and students with
disabilities from Alliance for Access to Computing TEALS Intro to CS (high school):
Careers: [Link] [Link]
accesscomputing/resources/choosecomputing/
AP CS Principles (high school): [Link]
profiles
[Link]/courses/ap-computer-science-
principles/course
Instruction
Quorum programming language:
Universal Design for Learning framework:
[Link]
[Link]
CodeJumper coding materials for people across the
Computer Science Teachers Association (CSTA)
visual spectrum: [Link]
information and membership:
[Link] Blocks4All accessible programming:
[Link]
CSTA newsletter:
presentations/1078
[Link]
Web Design and Development (WebD2) course
CSforAll teachers community of practice:
overview: [Link]
[Link]
accesscomputing/webd2/
Strategies for Effective and Inclusive CS Teaching
CSforALL Accessibility Pledge:
course by the University of Texas at Austin:
[Link]
[Link]
programs/accessibility-pledge/
effective-and-inclusive-cs-teaching
How Can We Include Students with Disabilities
Curricular materials in Computing Courses video: [Link]
[Link]/doit/videos/[Link]?vid=64
MakeCode for MicroBit Curriculum for hands-on
learning: [Link]
csintro

[Link] CS Fundamentals (elementary school):

[Link]
elementary-school

Coding with Minecraft (elementary school):

[Link]
coding-with-minecraft

CS Discoveries (middle school):

[Link]

18
Contributors
Information in this guide was developed in collaboration with the following partners. A special
thank you to Dr. Joanna Goode, University of Oregon, who was a valued lead consultant on
this project.

Leslie Aaronson, National Center Dr. Maya Israel, Creative Technology

for Women & Information Technology Research Lab
(NCWIT)
Dr. Andy Ko, University of Washington
Jake Baskin, Computer Science Teachers
Frieda McAlear, Kapor Center
Association (CSTA)
Brook Osborne, [Link]
Doug Bergman, Porter-Gaud School
Dr. Allison Scott, Kapor Center
Callista Chen, Tech Bridge Girls
Dr. JeffriAnne Wilder, NCWIT
Dr. Leigh Ann DeLyser, CSforALL

Lien Diaz, Educational Innovation

and Leadership, Georgia Tech College
of Computing

About Microsoft Philanthropies TEALS Program

The TEALS (Technology Education And Literacy in Schools) Program is the only company-driven program
that puts technology professionals from across the technology industry into high school classrooms to
team-teach computer science with classroom teachers. Through TEALS, technology professionals share their
knowledge with teachers while students benefit from learning how computer science is used in the workplace.
TEALS operates in U.S. states, Washington, DC, and British Columbia. Since its inception in 2009, over 53,000
students have participated in a TEALS class.

Learn more at [Link]/teals.

19
Microsoft Philanthropies
We’re investing our greatest assets — our Find more resources about computer science
technology, people, grants and voice — to education, visit [Link]/digital-skills.
advance a more equitable world where the
benefits of technology are accessible to everyone. For information about Microsoft Education STEM
Technology should be an equalizing force in the and computer science programs and applications,
world, not one that drives people further apart. visit [Link]/education.
Through our philanthropic investments and
partnerships, we are working to create a better
future that everyone can share in.

For more information about Microsoft Philanthropies, visit

[Link]/philanthropies
© Microsoft 2019

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