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. . 2014. A crafts-oriented approach to computing in high school: Introducing computational concepts, practices, and perspectives with electronic textiles.
T he increased interest in promoting CS education for all has been coalescing around the idea of "computational thinking. " Several framings for promoting computational thinking in K-12 education have been proposed by practitioners and researchers that each place different emphases on either (1) skill and competence building, (2) creative expression and participation, or (3) social justice and ethics. We review each framing and how the framings structure the theory space of computational thinking. We then discuss how CS education can leverage the explanatory potential that each framing offers to the implementation and evaluation of learning, teaching, and tools in computing education. Our goal is to help CS education researchers, teachers, and designers unpack and leverage the complexities of this theory space (rather than ignoring it) while also addressing broader educational concerns regarding diversity, providing new directions for how students and teachers can actively participate in designing their digital futures, and directing current computing education efforts towards a more humanistic orientation.
Iterative design is an important aspect of computational thinking in which students learn to face challenges and persevere in fixing them. Yet we know little of how school teachers can support students in using iterative practices. In this chapter, we consider the teaching practices of two experienced computer science teachers who implemented a new 8-week long unit on making electronic textiles in their classrooms. Electronic textiles are sewn, programmable circuits with sensors and actuators on personal artifacts that provide various opportunities to learn through mistakes. Through analyses of observations and interviews with students and teachers who implemented the unit, we identified several teaching practices that supported values of iteration, revision, and working through mistakes. These included teachers modeling their own processes and mistakes in making projects, teachers modeling students' mistakes to the wider class, and supporting personalized projects that resulted in unique "bugs" or challenges for each student. After sharing examples of these practices, we consider student and teacher reflections on the ways that mistakes and iteration supported student learning.
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