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A Crafts-Oriented Approach to Computing in High School: Introducing Computational Concepts, Practices, and Perspectives with Electronic Textiles
Abstract and Figures
In this article, we examine the use of electronic textiles (e-textiles) for introducing key computational concepts and practices while broadening perceptions about computing. The starting point of our work was the design and implementation of a curriculum module using the LilyPad Arduino in a pre-AP high school computer science class. To understand students’ learning, we analyzed the structure and functionality of their circuits and program code as well as their design approaches to making and debugging their e-textile creations and their views of computing. We also studied students’ changing perceptions of computing. Our discussion addresses the need for and design of scaffolded challenges and the potential for using crafts materials and activities such as e-textiles for designing introductory courses that can broaden participation in computing.
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... Working with tangible tools, materials, and artifacts using traditional and digital fabrication techniques plays a crucial role in knowledge-creating learning through invention processes (Blikstein, 2013;Kafai et al., 2014;Kangas et al., 2013;Riikonen et al., 2020a). In invention pedagogy, the material approach through crafting and making is present throughout the whole process, enabling and often triggering the implementation of all the other technological competencies of the project. ...
... Students can embed a compact microcontroller board in their invention to make it "intelligent." Some boards are specifically designed to allow easy attachment to fabric materials by sewing to create so-called e-textiles (see e.g., Kafai et al., 2014). Their programs can use the onboard or separately attached sensors to monitor the surroundings, control movement through servo motors, and communicate with the user using LEDs, buzzers, and speakers. ...
... Some resources focus on integrating science through physical computing to teach concepts related to the function of a four-chambered heart (TI, 2017a), plant physiology (Sacay & Molisani, 2016), irrigation systems (TI, 2017b), automated farming (Simpson, 2017), smart greenhouses (Jackson et al., 2022), and composting ecosystems (Chakarov et al., 2021). Additionally, some resources have focused on integrating physical computing from a T&E lens, addressing applications such as smart home devices (Love, Tomlinson, & Dunn, 2016), manufacturing systems (Brinkmeier & Kalbreyer, 2016), autonomous vehicles (Love & Bhatty, 2019), micro electric vehicles (Bartholomew et al., 2020), e-textiles (Kafai et al., 2014;Litts et al., 2017;Lui et al., 2020;Peppler, 2016;Strimel et al., 2019), the engineering design process (Love & Griess, 2020), and robotics (Berland & Wilensky, 2015;Schulz & Pinkwart, 2016). Physical computing learning experiences have been shown to be appropriate in elementary (e.g., Love & Griess, 2020;Plaza et al., 2018;Strimel et al., 2019), middle school (e.g., Berland & Wilensky, 2015;Cederqvist, 2021;Chakarov et al., 2021;Jackson et al., 2022;Love & Bhatty, 2019;Peppler, 2016;Sentance, Waite, Hodges, MacLeod, & Yeomans, 2017) and high school (Brinkmeier & Kalbreyer, 2016;Kafai et al., 2014;Litts et al., 2017;Lui et al., 2020;Sacay & Molisani, 2016;Schulz & Pinkwart, 2016;TI, 2017aTI, , 2017b settings. ...
... Additionally, some resources have focused on integrating physical computing from a T&E lens, addressing applications such as smart home devices (Love, Tomlinson, & Dunn, 2016), manufacturing systems (Brinkmeier & Kalbreyer, 2016), autonomous vehicles (Love & Bhatty, 2019), micro electric vehicles (Bartholomew et al., 2020), e-textiles (Kafai et al., 2014;Litts et al., 2017;Lui et al., 2020;Peppler, 2016;Strimel et al., 2019), the engineering design process (Love & Griess, 2020), and robotics (Berland & Wilensky, 2015;Schulz & Pinkwart, 2016). Physical computing learning experiences have been shown to be appropriate in elementary (e.g., Love & Griess, 2020;Plaza et al., 2018;Strimel et al., 2019), middle school (e.g., Berland & Wilensky, 2015;Cederqvist, 2021;Chakarov et al., 2021;Jackson et al., 2022;Love & Bhatty, 2019;Peppler, 2016;Sentance, Waite, Hodges, MacLeod, & Yeomans, 2017) and high school (Brinkmeier & Kalbreyer, 2016;Kafai et al., 2014;Litts et al., 2017;Lui et al., 2020;Sacay & Molisani, 2016;Schulz & Pinkwart, 2016;TI, 2017aTI, , 2017b settings. Waite's (2017) Although physical computing activities have been found to be applicable across the K-12 spectrum, they are less common at the elementary level due to the advanced technical knowledge and skills inherently required for physical computing activities (e.g., programming and electronic sensors), budgetary restrictions, and lack of preparation among many elementary educators to teach the full breadth of concepts associated with physical computing lessons (Pye Tait, 2017). ...
In recent years there has been a growing emphasis placed on access to computational thinking (CT) instruction for every K-12 student in the United States (U.S.). Concurrently, calls for integrating CT concepts within authentic science, technology, engineering, and mathematics (STEM) contexts have also increased. This is reflected by the inclusion of CT in the Next Generation Science Standards and the Standards for Technological and Engineering Literacy. However, methods for teaching CT concepts within secondary level STEM courses vary drastically. Physical computing, the design and programming of physical systems or devices using computational thinking skills, has become increasingly popular in the U.S. in attempts to integrate CT within authentic STEM problem-solving contexts. Despite this rise in popularity, there remains a limited but growing body of research investigating physical computing pedagogy and student learning. A mixed methods design was used in this study to examine 170 middle school students’ attitudes toward coding and after participating in either a screen-based or physical computing unit. The results indicated that students who completed the screen-based unit reported statistically greater attitudes toward the classroom applications and career/future use of computing concepts. Students in the treatment group believed that physical computing made learning computing concepts more difficult, but they preferred the hands-on learning opportunities provided by physical computing. Furthermore, male students reported higher attitudinal ratings than females regarding the influence computing would have on their future academic and career choices. This study provides implications for improving physical computing instruction and integration within STEM education contexts.
... Open-ended projects allow students to develop a personal relationship with the physical artifact they create [21]. We prioritize the ability for students to personalize their projects in deeply personal and meaningful ways by emphasizing student designs as a precursor activity upon which we situate future knowledge construction [16]. Focusing on learner identities within computing has been shown to promote a richer understanding of learning and teaching in CS education [20]. ...
In July 2021, Computer Science (CS) standards were officially added as a subject area within the K-12 Montana content standards. However, due to a lack of professional development and pre-service preparation in CS, schools and teachers in Montana are underprepared to implement these standards. Montana is also a unique state, since American Indian education is mandated by the state constitution in what is known as the Indian Education for All Act. We are developing elementary and middle school units and teacher training materials that simultaneously address CS, Indian Education, and other Montana content standards. In this paper, we present a unit for fourth through sixth grades using a participatory design approach. Through physical computing, students create a visual narrative of their own stories inspired by ledger art, an American Indian art medium for recording lived experiences. We discuss the affordances and challenges of an integrated approach to CS teaching and learning in elementary and middle schools in Montana.
... Physical computing systems are becoming more accessible for use in primary and secondary education classrooms because of user-friendly interfaces and decreasing costs (Anastopoulou et al., 2012;Blikstein, 2013;Blikstein and Moghadam, 2019). Generally, physical computing offers an alternative set of introductory activities to engage students in computing and broaden their definition of computer science as a discipline (Kafai et al., 2014). For example, electronic textiles (e-textiles) provide an opportunity to integrate computer science and art through the fabrication of textiles (such as clothing) enhanced with electronics (Buechley et al., 2008;Peppler, 2013). ...
Purpose
The purpose of this paper is to examine how a middle school science teacher, new to programming, supports students in learning to debug physical computing systems consisting of programmable sensors and data displays.
Design/methodology/approach
This case study draws on data collected during an inquiry-oriented instructional unit in which students learn to collect, display and interpret data from their surrounding environment by wiring and programming a physical computing system. Using interaction analysis, the authors analyzed video recordings of one teacher’s (Gabrielle) pedagogical moves as she supported students in debugging their systems as they drew upon a variety of embodied, material and social resources.
Findings
This study presents Gabrielle’s debugging interactional grammar, highlighting the pedagogical possibilities for supporting students in systematic ways, providing affective support (e.g. showing them care and encouragement) and positioning herself as a learner with the students. Gabrielle’s practice, and therefore her pedagogy, has the potential to support students in becoming better debuggers on their own in the future.
Originality/value
While much of the prior work on learning to debug focuses on learner actions and possible errors, this case focuses on an educator’s debugging pedagogy centered on the educator debugging with the learners. This case study illustrates the need for educators to exhibit deft facilitation, vulnerability and orchestration skills to support student development of their own process for and agency in debugging.
Background and Context
There is a need for teachers who are prepared to teach integrated CS/CT throughout the K-12 curriculum. Drawing on three vignettes of teacher instructional practice, we build on a growing body of literature around how teachers integrate CS/CT into their classrooms after attending CS/CT focused professional development.
Objective
We are interested in what different instructional approaches look like when elementary teachers engage in teaching CS/CT and what kinds of discourse accompany each of these instructional approaches.
Method
We utilized a two-step process to code video data of classroom instruction for four teachers. We conducted macro level coding to gain an understanding of the types of knowledge, instructional strategies, and discourse displayed by each teacher. We then conducted micro-level discourse analysis utilizing Brennan and Resnick’s framework for assessing the development of computational thinking.
Findings
We present vignettes of teachers using three distinct instructional approaches, direct instruction, discovery learning, and scaffolding and modeling. We look across vignettes to discuss the affordances and limitations of each instructional approach.
Implications
Our findings have implications for how we design curriculum and instruction and conduct CS/CT professional development for K-12 teachers who will integrate CS/CT with other subjects.
This paper considers how a curricular design that integrated computer programming and creative movement shaped students’ engagement with computing. We draw on data from a camp for middle schoolers, focusing on an activity in which students used the programming environment NetLogo to re-represent their physical choreography. We analyze the extent to which students noticed incompatibilities (mismatches between possibilities in dance and NetLogo), and how encountering them shaped their coding. Our findings suggest that as students attended to incompatibilities, they experienced struggle, but persisted and engaged in iterative cycles of design. Our work suggests that tensions between arts and programming may promote student engagement.
Making programmable things, such as prototypes and other interactive physical artefacts, has inherent value for Research through Design inquiries. However, the intersection between programming and Research through Design appears to have received little attention. To investigate this issue, we conducted a literature review examining 51 papers. In nearly every case, the artefact’s program and the act of programming appear to be severely under-documented. It does not seem to matter where the code came from, what kind of responsiveness the behaviour has, how responsive the interaction is, or how the code maps to the perceived behaviour. Analysis of our corpus revealed six themes and three leverage points for supporting designerly research’s engagement with programming. We use these to offer recommendations to deepen and broaden the range of insights that may be articulated by Research through Design that involves interactive artefacts.KeywordsResearch through designPrototypingProgramProgrammingCodingLiterature review
The research explores a multimodal platform and curriculum, Chef Koochooloo, that merges cooking instruction with the science, technology, engineering, arts, and mathematics (STEAM) approach to education. This curriculum and application uses narrative content emphasizing cuisines, cultures, and food from many countries, aiming to develop healthy cooking skills and enhance STEAM, nutrition, and human geography knowledge through food preparation. Further, the effectiveness of this approach toward maker education in developing student interest across disciplines is discussed. The experimental study consisted of a 10-week pilot study across 11 schools in California to test the effectiveness of this approach and curriculum. 259 students participated in this study. Narrative methods, semi-structured interviews, and multimodal analyses of platform and lesson iterations based on educational standards were used to evaluate this approach. Additionally, interviews with stakeholders reveal a set of challenges and affordances useful toward the analyses of maker education interventions as a whole.
Traditionally, educational researchers and practitioners have focused on
the development of youths’ critical understanding of media as a key aspect of new
media literacies. The 21st Century media landscape suggests an extension of this
traditional notion of literacy – an extension that sees creative designs, ethical
considerations, and technical skills as part of youth's expressive and intellectual
engagement with media as participatory competencies. These engagements with
media are also part of a growing Do-It-Yourself, or DIY, movement involving
arts, crafts, and new technologies. The purpose of this chapter is to provide a
framework and a language for understanding the multiple DIY practices in which
youth engage while producing media. In the review, we will first provide a
historical overview of the shifting perspectives of two related fields—new media
literacies and computer literacy —before outlining the general trends in DIY
media cultures that see youth moving towards becoming content creators. We
then introduce how a single framework allows us to consider different
participatory competencies in DIY under one umbrella. Special attention will be
given to the digital practices of remixing, reworking, and repurposing popular
media among disadvantaged youth. We will conclude with considerations of
equity, access, and participation in after-school settings and possible implications
for K-12 education.
Drawing upon international research, Review of Research in Education, Volume 35 examines the interplay between youth cultures and educational practices. Although the articles describe youth practices across a range of settings, a central theme is how gender, class, race, and national identity mediate both adult perceptions of youth and youths’ experiences of schooling.
Various aspects of computational thinking, which builds on the power and limits of computing processes, whether they are executed by a human or by a machine, are discussed. Computational methods and models are helping to solve problems, design systems, and understand human behavior, by drawing on concepts fundamental to computer science (CS). Computational thinking (CT) is using abstraction and decomposition when attacking a large complex task or designing a large complex systems. CT is the way of thinking in terms of prevention, protection, and recovery from worst-case scenarios through redundancy, damage containment, and error correction. CT is using heuristic reasoning to discover a solution and using massive amount of data to speed up computation. CT is a futuristic vision to guide computer science educators, researchers, and practitioners to change society's image of the computer science field.
Mitchel Resnick (mres@media.mit.edu) MIT Media Lab Brennan, K., & Resnick, M. (2012). Using artifact-based interviews to study the development of computational thinking in interactive media design. Paper presented at annual American Educational Research Association meeting, Abstract Computational thinking is a phrase that has received considerable attention over the past several years – but there is little agreement about what computational thinking encompasses, and even less agreement about strategies for assessing the development of computational thinking in young people. We are interested in the ways that design-based learning activities – in particular, programming interactive media – support the development of computational thinking in young people. Over the past several years, we have developed a computational thinking framework that emerged from our studies of the activities of interactive media designers. Our context is Scratch – a programming environment that enables young people to create their own interactive stories, games, and simulations, and then share those creations in an online community with other young programmers from around the world. The first part of the paper describes the key dimensions of our computational thinking framework: computational concepts (the concepts designers engage with as they program, such as iteration, parallelism, etc.), computational practices (the practices designers develop as they engage with the concepts, such as debugging projects or remixing others' work), and computational perspectives (the perspectives designers form about the world around them and about themselves). The second part of the paper describes our evolving approach to assessing these dimensions, including project portfolio analysis, artifact-based interviews, and design scenarios. We end with a set of suggestions for assessing the learning that takes place when young people engage in programming.
Most research in programming and engineering focuses on students' understanding of functionality as a way to gage their learning, leaving aside aesthetic dimensions. In our work with the LilyPad Arduino, an e-textile construction kit with controller, sensors and actuators that can be embedded via conductive thread and programmed in fabric and garments, we examine how functional aesthetics can play a productive or sometimes unproductive role in learning. Drawing from observations and interviews with 35 high school youth that created e-textile artifacts, we identified three different approaches ranging from giving up on desired designs to making something functional or not finishing or getting a design to work because of unwillingness to give up on aesthetics. We see the third approach, finding a new design that both meets aesthetic desires and matches affordances of the technologies, as particularly promising approach and discuss how aesthetic dimensions can provide important connections in learning.
We examine high school students' designs with the LilyPad Arduino, an electronic textile (e-textile) construction kit used for designing programmable garments. Each kit contains a microcontroller, sensors and LED and other actuators that can be embedded in textiles. We conducted three workshops with 35 high school youth between 14-15 years in a science museum to document, describe and develop a framework for analyzing student learning. The analyses of workshop interactions, students' artifacts and reflections indicate how the fabrication of stitches, circuits and code reveals the underlying structures and processes of craft, engineering and programming in tangible and observable ways and renders visible how technology is designed and built. We discuss how this situated nature of e-textiles artifact production provides a promising context for student learning and generates new instructional designs of workshops and computational construction kits.
This work describes a framework for the design and study of an online community of amateur creators. I focus on remixing as the lens to understand the contexts and processes of creative expression as it is fostered within social media environments. I am motivated by three broad questions: 1) Process: how do people remix and what is the role of remixing in cultural production and social learning? 2) Conditions: what kind of attributes influence people's remixing practices? 3) Attitudes: what are people's attitudes toward remixing? As part of this work, I conceived, developed and studied the Scratch Online Community: a website where young people share and remix their own video games and animations, as well as those of their peers. In five years, the community has grown to more than one million registered members and two million community-contributed projects. In the spirit of the theme of this work, this dissertation remixes several articles and blog posts written by myself or in collaboration with others. Wherever possible, the sources of the material are noted.
Since the early 1960's, researchers have built a number of programming languages and environments with the intention of making programming accessible to a larger number of people. This article presents a taxonomy of languages and environments designed to make programming more accessible to novice programmers of all ages. The systems are organized by their primary goal, either to teach programming or to use programming to empower their users, and then, by each system's authors' approach, to making learning to program easier for novice programmers. The article explains all categories in the taxonomy, provides a brief description of the systems in each category, and suggests some avenues for future work in novice programming environments and languages.
In the decade since Unlocking the Clubhouse: Women in Computing (MIT Press, 2002) was published, educational institutions have coalesced around the mission of increasing women's participation in computing. Yet, despite the uptick of interest in computer science majors and the surge of technology shaping all aspects of our lives, the numbers of women majoring in computer science are still abysmally small. In this talk, I will further reflect on why this is the case, and make connections to the issues raised in Stuck in the Shallow End: Education, Race, and Computing---the underrepresentation in computer science of students of color. I will examine how underrepresentation in computing relates to the larger educational crisis in this country and issues we face as world citizens. This talk is part of an overarching mission to understand how inequality is produced in this country and the types of social action required to equalize opportunities and broaden participation in computing.
Textile Messages focuses on the emerging field of electronic textiles, or e-textiles - computers that can be soft, colorful, approachable, and beautiful. E-textiles are articles of clothing, home furnishings, or architectures that include embedded computational and electronic elements. This book introduces a collection of tools that enable novices - including educators, hobbyists, and youth designers - to create and learn with e-textiles. It then examines how these tools are reshaping technology education - and DIY practices - across the K-16 spectrum, presenting examples of the ways educators, researchers, designers, and young people are employing them to build new technology, new curricula, and new creative communities.