Culturally Responsive Computing for American Indian Youth: Making Activities With Electronic Textiles in the Native Studies Classroom

By providing access to hands-on activities and the physical and digital tools necessary to complete them, maker activities encourage cross-disciplinary, interest-driven learning and problem solving in schools. However, maker movement efforts to broaden participation into computer science have largely ignored Indigenous populations. In this dissertation, I examine how electronic textiles (e-textiles) materials connects to the heritage craft practices found in many Indigenous communities. By design, e-textiles materials combine low-tech craft practices like sewing with high-tech engineering and programming. Framing learning computing within these two distinct but overlapping cultural contexts provides youth will a familiar context in which to learn something new (programming), promotes positive identity development, and fosters connections across multiple dimensions of youth’s lives. At the core of this work is design-based research into the development and implementation of a three-week electronic textiles unit in gender-segregated Native Studies class with American Indian youth (12-14 years old) at a charter school located on tribal lands in the Southwest. This unit was implemented four times over the course of the school year. Findings highlight how different groups of students (American Indian girls and American Indian boys) engaged with e-textiles activities and how their perspectives on computing developed through participation in the unit. In addition, the teacher’s perspective on integrating digital technologies in the Native Studies classroom is explored within the context of contemporary Federal Indian educational policy and practice. This work makes three significant contributions to ethnography, computing education, and American Indian education. First, it proposes a new methodology through the integration of ethnography with design-based research and critical Indigenous research approaches. Second, it contributes to the emerging field of culturally responsive computing by exploring what happens when computing moves beyond the screen and into the tangible realm. Third, it furthers our understandings of the role of digital technologies in American Indian education, with a particular focus on how making activities might contribute to increased educational sovereignty for Indigenous peoples throughout the United States

How to teach 'Smart Fashion' within the D&T curriculum: have we got it right?

The English design and technology (D&T) curriculum places a greater emphasis on the teaching of electronic systems within a fashion context. E-textiles, are fabrics with embedded electronic circuits that create Smart Fashion products, which interact with the body and environment. Previous research by Davies and Rutland (2014) identified that teachers perceived this kind of curriculum as difficult to design and resource, within the classroom. In this paper we report on some of the initial results from the evaluation of a set of teaching resources, that have been created and tested with teachers, as part of a larger study into how Smart Fashion curriculum can be supported in the classroom. Data collected from the teaching resources and teacher interviews was analysed against current theories of 'best practice'. The findings describe the potential of the resources to support learners in developing an understanding of what e-textiles are and how they can be made. This understanding can then be applied to the designing and making of Smart Fashion products

Connecting with Computer Science: Electronic Textile Portfolios as Ideational Identity Resources for High School Students

The development of student identities—their interests in computer science, perceptions of the discipline, and sense of belonging in the field—is critical for broadening participation of underrepresented groups in computing. This paper reports on the design of portfolios in which two classes of high school students reflected on the process of making electronic textile projects. We examine how students expressed self-authorship in relation to computer science and how the use of reflective portfolios shaped students’ perceptions of computer science. In the discussion we consider how reflective portfolios can serve as ideational resources for computer science identity construction

Critical Reflections on Teacher Conceptions of Race as Related to the Effectiveness of Science Learning

The Maker Movement’s current traction in education revolves around the notion that constructing artifacts improves student interest and engagement. Often touted as a new and important way for students to access STEM content, “making” activities offer a unique opportunity to disrupt the traditional perceptions of who can successfully “do” STEM. Blending familiar materials and practices (e.g. sewing with a needle and thread) with atypical materials (e.g., conductive thread and sewable LED bulbs), electronic textiles, or e-textiles, allow makers to create working circuits in ways that connect with their out-of-school lives, including heritage and vernacular cultural practices. This article describes the experiences of one student and one teacher as they explored e-textiles for the first time in their respective roles. Our student, a thirteen year-old Native American girl, reported a sense of empowerment and newfound engagement with science; she shares the ways in which she was able to incorporate multiple aspects of her identity into her project. On the other side of the experience, we examine the ways in which our teacher’s ideas and conceptions of the abilities of his ELLs shifted as he taught science using e-textiles. Our discussion highlights the importance of these self and other conceptual changes as a mechanism for broadening participation in STEM learning

When is an Owl More Than an Owl? An Interaction Analysis of a Computer Science Co-design Conversation on Cultural Relevance

The learning sciences community is currently exploring new ways to enact productive and equitable co-design research-practice partnerships that are sensitive to all the concerns and needs of stakeholders. The paper contributes to that still-growing literature through an interaction analysis of a co-design discussion involving school district partners that unfolded about cultural relevance and sensitivity in relation to the use of a specific image in an elementary school coding lesson. The episode involved looking moment-by-moment at how district educators recognized and acknowledged that a specific design decision could be harmful for a minoritized population of students enrolled in the district. However, once a key change was made to be more culturally responsive and considerate, new and unexpected pedagogical challenges appeared. This case serves to illustrate some of the unexpected tensions that can appear in real-time when unanticipated questions about cultural relevance are foregrounded during lesson and materials co-design