Meet Shannon: Bringing Coding to Rural New Mexico Classrooms
SkoCode Educator Shannon Toledo assisting a student.
At Cuba Elementary School in rural northern New Mexico, something transformative is happening after the final school bell rings. In a cafeteria transformed into a coding lab, K–5 students are laughing, learning, and speaking their language—of both culture and code. At the heart of this movement is Shannon, a second-year SkoCode Educator who is making a lasting impact.
Shannon works with students in grades K–5 as part of the SkoCode after-school program. With the support of Denise, a fellow teacher at Cuba Elementary, Shannon is guiding her students through creative coding adventures using Scratch and RodoCodo. Later in the year, she’ll introduce micro:bits, VEX robotics, 3D printing, and Climate Action Kits that connect computer science with land-based learning.
“The kids want to be here. That’s everything.”
When asked what keeps her going, Shannon doesn’t hesitate, “The kids! Seeing their excitement, hearing their laughter, and knowing they want to be here makes everything worth it. Even on challenging days, their energy reminds me why I started doing this.”
That joy is mutual. Shannon says one of her proudest moments is simply seeing how disappointed her students get when class is over.
“To me, that shows how much they feel at home with this program and how much it means to them.”
Connecting Coding to Cultural Identity
Shannon brings her full self into the classroom, including introducing herself in Navajo and sharing her clans. It’s one way she sets a tone of identity, belonging, and pride.
“I also encourage the kids to use and practice their language during activities,” she shared.
“Hearing them speak Navajo to each other, even while doing coding projects, shows how culture naturally connects to what we’re learning.”
She says the community of Cuba may be small, but it’s rich in cultural expression.
“We value our cultural differences and work hard to grow and become better together. Hearing kids sing in Navajo, introduce themselves by their clans, and use the language in class. It’s powerful.”
How Coding Builds Real-World Confidence
Shannon’s goal for her students goes far beyond the keyboard: “I want them to build confidence not just in coding, but in themselves. I want them to see that they can solve problems, be creative, and use technology in ways that connect to their culture and community.”
Through reflection, collaboration with the SkoCode Cohort, and support from Indigitize staff, she is also learning and growing. “One thing I’ve improved is how I adapt activities for different age groups. With the little ones, it’s all about hands-on and playful learning. With the older kids, I’m getting better at giving them freedom to explore.”
The Impact of Culturally-Responsive STEM Education
During our recent site visit to Cuba Elementary, site supervisor Judy Atencio described Shannon’s calm presence and thoughtful preparation. With Denise by her side and a cafeteria full of curious minds, Shannon is cultivating something truly special.
Shannon’s story of impact is one of many. Next month, we’ll share another inspiring story from the classroom!
