Académique Documents
Professionnel Documents
Culture Documents
Stephanie Kwok, Sabrina Nijjar, Kim Seto, Joel Van Sant VI, Johnny Wu
playground-teaches-coding-as-a-new-literacy
This article discusses the benefits of exposing children to coding at a young age in order
early on. It is suggested that children be introduced to coding through play via games
and activities that encourage problem-solving and creating, so that they learn to become
producers, and not just consumers. Two examples are given. In one, a student uses the
coding program Scratch Jr. to make a kitten image appear and disappear as many times as
possible, and in the second, students explore how to make a KIBO robot dance the hokey
pokey. In both examples, the children all become programmers, producers, and creators
of their own projects by using trial and error tactics combined with logic-based decision
Brennan, K., & Resnick, M. (2012). New frameworks for studying and assessing the
This article was presented at the American Educational Research Associate meeting,
Vancouver BC. The authors sole purpose of the paper was to look at how to assess
popular, there is not a common definition. Resnick and Brennan breaks the computational
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thinking down to three main parts. Computational concepts, practices and perspectives.
artifact-based Interviews, design artifacts. They found these approaches time consuming
and limited, they argue that it is ok that there is not one solid framework for assessment
but a continual conversation on how to assess. They provide six suggestions when
Fields, D., Kafai, Y., & Searle, K. (2014). Electronic Textiles as Disruptive Maker Activities in
In this article, the authors discuss how Electronic Textiles and more generally the Maker
Movement, are capable of igniting an inquisitiveness within each learner because of the
freedom that it allows and the endless opportunities for learning to occur. However, with
that freedom, comes many challenges such as present-day conventions of schooling. The
authors examined high school students’ experiences making E-Textile designs over the
course of a year and they also discuss the individual experiences of these students in
order to analyze students’ engagement and learning. This article is great for our group
because it only discusses the advantages of E-Textiles but also the challenges. This is
important because we want to be able to understand both sides of this topic in order to get
a sense of the bigger picture. Furthermore, this article discusses the experiences of
students who were involved in the making and designed E-Textiles and these experiences
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shed light on how students think about and understand technology.
Halverson, E. R., & Sheridan, K. (2014). The Maker Movement in Education. Harvard
The Maker Movement has gained a lot of attention over the past couple of years due to its
ability to spark curiosity, innovation, and ingenuity. In this article, the authors discuss
activities of the Maker Movement and what role it can play in our education system. The
authors examine the importance of learners being able to create and how that directly
correlates with how much students are learning; this type of learning gives the student
more power over their learning and being active participants instead of passive recipients.
The Maker Movement directly relates to our group’s topic (Electronic Textiles) because
component. Furthermore, E-Textiles are about a hands-on experience that allows the
learner to explore and construct something that they are really passionate about whether it
Kafai, Y. B., Lee, E., Searle, K., & Fields, D. (2014). A Crafts-Oriented Approach to Computing
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The article focuses on a study taking place in a science magnet school pre ap high school
computer class of 16 students. The students were discouraged and saw no relevance with
computer programming in their lives. The researchers introduced the class to E-textiles.
During the research they were guided by two questions. 1. What computational concepts
and practices were reflected in students e textile design? 2. How did students perceptions
of computing change? Based on the researchers analysis, they described how providing a
design challenge with targeted constraints and support for remixing code and circuit
designs can aid in student learning of computational concepts while also providing
end of the course, students reflections showed they had a better understanding how
computer programming contributes to their live outside of the screen. They felt more
Litts, B. K., Kafai, Y. B., Lui, D. A., Walker, J. T., & Widman, S. A. (2017). Stitching Codeable
Circuits: High School Students’ Learning About Circuitry and Coding with Electronic
This paper discusses a pilot e-textiles curricular unit implemented for 23 highschool
seniors. They learned how to craft and code circuits using the Lilypad Arduino, an
electronic textiles circuit construction kit. Litts et. al analysed the student’s level of
understanding of functional circuits as well as their ability to remix and design program
code for controlling such circuits. While much research has emphasized student
understanding of programming code through on-screen projects, “no studies exist that
have specifically examined K-12 students’ understandings of codeable circuit design with
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modular electronics or electronic textiles, which have components both on and off the
screen” (p. 495). This paper also discusses the opportunities, affordances and challenges
Peppler, K. (2013). STEAM-powered computing education: Using E-textiles to integrate the arts
This article discusses the use of STEAM as a means by which to bridge the gender gap in
computing education. This gender divide is thought to be rooted in the male and female
curriculums and disciplines. For example, robotics, computer programming, and physics
typically correspond to being male interests, while sewing, quilting, knitting, and
involve the use of electronics and circuitry as well as sewing and weaving and are a
means to bridge this gender gap - firstly by cultivating interest in the activity above all
utilizing the Lilypad Arduino, whereas men dominated projects using the traditional
Arduino, when both share the same microprocessor and programming language. The only
difference was the combination of tools/materials/processes used (sewing with fabric and
conductive thread versus soldering with insulated wire and robotic parts).
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Peppler, K., & Glosson, D. (2013). Stitching Circuits: Learning About Circuitry Through E-
Peppler and Glosson (2013) discuss the limitations to the traditional concepts and
methods of teaching circuitry. They examine the significant gains in understanding when
youth utilize e-textiles to learn about circuitry. Participants at a Boys and Girls Club are
first given a pretest to assess their knowledge of basic circuitry and then are assigned the
task to make a simple circuit T-shirt using a LilyPad e-textiles sewing kit. The article
emphasizes the misconceptions that can arise when students use materials, such as
alligator clips, rather than specific e-textile materials. In e-textile projects, the learner is
forced to engage in the wiring and in charting the flow of electrons. Ultimately, the
transparency of open-ended tools in e-textiles gave youth the ability to gain a greater
Peppler, K., & Wohlwend, K. (2018). Theorizing the nexus of STEAM practice. Arts Education
This article discusses the recent support for the integration of Arts Education into STEM.
The idea behind STEAM (STEM + Art) is to develop new understandings in both fields
of STEM and Art in order explore new levels of creativity transcending traditional
notions of either discipline. Peppler emphasizes that STEAM should infuse arts-based
learning into engineering, for example, and “expand the potential for design through
computational flexibility” (Pepper, 2018, p. 88). This is opposed to grazing the other field
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at a basic level by simply ‘choosing a robot’s colour’ or using technology to print out an
artwork. E-textiles and robotics are examples of merging traditional fine arts techniques
The author of Lifelong Kindergarten explores how the learning process of a kindergarten
child is just as important for all ages of today. He explains that “as children grow older,
and learn more advanced concepts, the educational focus shifts away from direct
manipulation to more abstract formal methods.” He argues that there needs to be a new
manipulatives which are designed to change the traditional progression. Resnick believes
that Electronic Textiles (E-textiles) allows for children to learn the behavior of dynamic
systems- how patterns arise through interactions among component parts. System related
concepts tend to be taught in a more formal methods that result in high complex
mathematical abstract reasoning. Resnick argues that E-textiles are a design activity
pluralistic thinking, reflection and being mindful of others. These activities are part of the
Sheridan, K., Halverson, E. R., Litts, B., Brahms, L., Jacobs-Priebe, L., & Owens, T. (2014).
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505–532.
In this article, three makerspaces are examined; the space, the participants, their
activities, and how learning, teaching and collaboration are arranged at each site. The
Design processes that happen in makerspaces are also driven by the iterative sequence:
finding a problem, drafting ideas, creating a product, reflecting and revising. This article
will prove to be helpful for readers who are interested in building their own makerspace.
While these three cases studies do not represent the full range of makerspace experiences,
the different educational approaches can still provide some insight into the designing
Tofel-Grehl, C., Fields, D., Searle, K., Maahs-Fladung, C., Feldon, D., Gu, G., & Sun, C. (2017).
doi:10.1007/s10956-017-9688-y
This article compares the learning outcomes of eighth grade science students who receive
formal instruction of a traditionally formatted circuits unit (control group) and a e-textile
unit (treatment group). The researchers also examined the motivational outcomes and
student attitudes towards science. Those who in the treatment group are reported to be
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more motivated to share their projects with others and had an overall more positive view
achievement between the two conditions. Ultimately, this article provides us with
evidence on the benefits of hands-on science learning. This article can prove to
Weng, W., Chen, P., He, S., Sun, X., & Peng, H. (2016). Smart electronic textiles. Angewandte
Electronic Textiles (E-textiles) are advanced textile materials such as fabrics, yarns, and
threads, that enable digital mechanisms such as a battery and a light to be embedded in
them. These materials disregard the need for wires and hard electronics making way for
the implementation of advanced practical uses for these textiles. In this article, the
authors discuss how smart electronic textiles have the ability to promote creativity and
utilization of electricity” (p. 6151). This article directly relates to our topic and discusses
the advancements that have been made in this area which our group can further study in
order to understand how these developments have come about and why.
Literature Review
Introduction
practices and spaces. More and more students are being given the opportunity to be able to
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construct something that they are really passionate about. These changes in our education system
are allowing learners to explore, investigate, and create, allowing for imagination and curiosity to
ignite within every learner. Creative thinking, problem solving, self-directed learning, and
reasoning are fundamental 21st century skills which are embedded into the arts; one of these
growing areas is electronic textiles. Electronic textiles (E-textiles) are “advanced textile materials
such as fabrics, yarns, and threads, that enable digital mechanisms, such as a battery and a light
Theoretical Framework
The theory of constructionism, which was introduced by Seymour Papert, “allows
learners to construct their knowledge of various subjects through personal inquiry and creativity”
in an “atmosphere where students can make models of ideas, tools for inquiry, or invent to learn”
(Noss & Clayson, 2015). Many schools in various school districts have incorporated physical
makerspaces for learners to be able to implement this theory, collaborate with peers, explore
their interests, and build something that they desire. One of the core tenets of constructionism is
to develop an idea, and design and create an external representation of the idea; this theory fits in
with e-textiles because it allows learners to design and invent something that is tangible. The
design processes involved in e-textile projects require learners to find a problem, draft ideas,
create a product, and then reflect and revise and then test again. Through the unfolding of e-
textile projects, students engage in critical thinking and intricate problem solving. Furthermore,
this method allows the learner to concentrate on the process rather than the end product.
Halverson and Sheridan (2014) found that when students are given the freedom to choose their
tools and craft materials, students are able to better reflect their interests and identities and put
more energy and creativeness into their assignments. Students want to be able to experiment with
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various media and invent something that they have created from start to finish and electronic
textiles allows for this to occur in an organic way. When students are given the “opportunity to
express themselves through their learning, connections are created between in-school and out-of-
school experiences, making the learning more relevant and engaging” (Weng et al, 2016). With
e-textiles, students figure out how to implement practical uses for different types of fabrics,
yarns, threads, and circuits and incorporate ways to use digital mechanisms within those textiles,
promoting creativity and innovation. Students that are active in making tangible objects in the
real world through electronic textiles, are able to come to their own conclusions through hands-
The nature of the 21st century school and work environment suggests that educators
(SCL) has encouraged students to take greater responsibility for their own learning processes
(Kang, Hahn & Chung, 2015). Unlike traditional pedagogical structures where the learning
process and final product is heavily directed through step-by-step instruction, in SCL students
are provided with the opportunity to freely construct their own knowledge by choosing what and
how to study. Students serve as co-partners to their teachers, rather than as audience members
With the widespread growth of the Internet, multimedia and emergent technology,
educational choices and access to information has opened up more opportunities to engage in this
construction of knowledge (Kang, Hahn & Chung, 2015). Tomlinson (2015) contends that such
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technology allows students to carve out their own trajectory and identity online, making them
E-textiles is an example of an emerging technology that situates the learner as the creator.
The creator must engage in a series of logical and creative decisions within the three intersecting
domains: coding, circuitry and crafting (Kafai, Fields & Searle, 2014). According to Peppler
(2010), computer coding plays a central role in the design of e-textiles. One must write a series
movements, appearance, the wearer and/or the outside world (Peppler, 2010). Ferreira (2013)
contends that there is a perceived lack of creativity and expression in computer coding. She
argues that traditionally, the mind-set of a computer science student is focused on passively
receiving instructed rules, knowledge and goals. Countering this, she asserts that computer
science is in fact “the most active field, where new knowledge…continually emerge[s]; it is “an
E-textiles extends beyond the screen into the physical world. The recent advances of arts
education in classrooms and its coupling with STEM (Science, Technology, Engineering, and
Mathematics) has opened up doors for new mediums of creativity. This comes as a relief to
many arts educators and novice learners who do not embrace coding as an expressive medium
(Peppler and Wohlwend, 2017). The physical manipulation and interactivity encompassed in the
weaving and sewing of textiles and electronic parts opens up a new platform for creative
decision making. Learners can truly depart from parroting teachers’ instructions by expressing
themselves freely and artistically. This is reminiscent of traditional artistic processes, such as
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Increasing Agency in Problem Solving through using E-textiles
Problem solving skills are a crucial component of 21st century competencies that are
expected in order to be successful in school, work, and in life. Most project-based learning
activities involving programming and code require students to navigate complex problems and
algorithms. E-textiles provide a variety of advantages in this context. On the surface we can see
its aesthetic appeal and novelty to engage with learners. As we move past the superficial, there
are many unique affordances of learnings. As Toefl-Grehl et. al (2017) describe, e-textile’s
transparency into computing and circuitry allows students to visualize the connections between
coding and their effects. Peppler and Glosson (2013) describe how the traditional toolkits used
for learning circuitry often limit the kind of mistakes that can be made. The number of materials
and terminals typically found in these kits are also often constrained. In comparison, because e-
textile kits are more open-ended, users are forced to brainstorm and problem solve with their
circuits. Through deeper investigation into these kits and the e-textile creation process, we found
that “students’ use of uninsulated thread that is continuous rather than alligator clips which are
provided with insulation in a predetermined length facilitates more varied encounters with
common conceptual challenges, involving current flow and short circuits” (Toefl-Grehl et. al.,
2017, p. 409). The complex relationship between cutting, sewing, foundations of conductivity
and resistance, circuitry and coding all become part of a problem-solving process in e-textiles.
discuss and troubleshoot. In this process, students become active participants instead of passive
learners. Through the various stages of constructing, learners will develop and apply a higher
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E-textiles and Gender
In recent years, there has been growing support for the implementation of arts education
into STEM fields. The newly amended STEAM model (STEM and Art) explores new
understandings in both areas of STEM and the arts in order to traverse new levels of creativity
and transcend traditional perceptions of both disciplines. The contemporary Maker movement
and DIY (Do-It-Yourself) culture have also been growing in popularity due to their “celebration
of innovation, creativity, and community engagement across a wide array of genres” (Buchholz,
2014, p. 278). These shifts in education share the common goal of broadening participation,
(Peppler, 2013, p. 38). One of the most promising features of e-textiles is its potential to
transform education by bridging the gender gap stereotypically observed in STEM fields. It is,
This existing gender divide is thought to be rooted in the male and female interests being
stereotypically and historically linked to each of the traditional curriculums and disciplines. For
example, electronics, engineering, and robotics activities typically correspond to being male
interests, while sewing, quilting, knitting, and crocheting are traditionally viewed as being
materials integrating electronics and crafting processes have been created by lead designers,
which include, but are not exclusive to (1) paper computing (integrating paper, conductive paint,
and electronics), (2) squishy circuits (combines conductive Play-Doh and electronics) and (3) e-
textiles (Buchholz, p. 279). E-textiles, which involve the use of electronics and circuitry as well
as sewing and weaving processes, are the current frontrunner in bridging the gender divide -
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Buechley and Mako-Hill’s study (2010) was first to document the potential of e-textiles
for diversifying participation. In reviewing Arduino – a popular robotics toolkit, they discovered
that female designers made up less than 1% of users. Additionally, 85% of Arduino projects
posted upon major photo and video platforms (YouTube, Flickr, Vimeo, etc.) were created by
men (Buechley & Mako-Hill, 2010). With the emergence of e-textiles, the opposite trend has
been observed with the Lilypad Arduino, where 60% of e-textile designers are women, and 65%
of Arduino Lilypad projects uploaded online were created by women (Buechley, 2013; Buechley
& Mako-Hill, 2010). What is interesting to note is that both the traditional Arduino and Lilypad
Arduino use the same hardware and are programmed with the same software. Their only
difference is their designs, where the Lilypad Arduino has been modified to be easily sewn to
garments and textiles. However, it is this small difference that has resulted in the drastic changes
affecting creative processes, production, and products (i.e., sewing with fabric and conductive
In a study observing gender interactions between student pairs creating electronic hand
puppets, Buchholz (2014) concluded that the girls in the groups took up sewing and crafting
processes more frequently or for longer periods than their male counterparts and took more
initiative in guiding and directing the actions of their partners (p. 294). The boys in the groups
remained engaged and willing to work on the project, but took a more hands-off approach. In a
second project that they worked on independently, gender differences in efficiency were also
observed. Overall, female students completed their projects quicker, while male students took
longer and required more teacher assistance. It was concluded from these studies that the females
were more successful as they engaged in practices “historically embedded within communities of
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Effectively, this research has demonstrated that gender scripts are socially situated within
tools, materials, and practices, and not absolutely fixed within subject matter specifically. “These
tools and materials bear traces of their histories of cultural use and access, communicating
gendered scripts that invite participants to perform masculinities and femininities in socially
recognized ways […] that contribute to differential participation for boys and girls” (Buchholz,
2014, p.281). The STEAM nature of e-textile design and construction are thus effective due to
the fact that they integrate tools, materials, practices, and products coded for girls, encouraging
Interdisciplinary Learning
E-textiles is merging the physical and digital together. The unification of these two
worlds allow students to explore different subject matters and concepts. E-textiles require
understanding in fields like coding, circuitry and sewing. Inquiry questions will arise as students
navigate around the complexities of each content area. A research study that followed a class of
high school AP computer science students focused on their inquiry during a e-textile design
project. Some of the questions that were formed were, “How do the electrons move through the
circuit? Where are the positive and negative ends of the components? If I use a 9v battery, will it
light up the LED or will it burn out?” (Kafai et. al., 2014).
E-textiles are powerful learning manipulatives because they bring the concepts of
dynamic systems into play with external artifacts. A dynamic system is a system or process in
which motion occurs, or includes active forces, as opposed to static conditions with no motion or
activity involved. For example, traditional manipulatives such as a light bulb, wire and battery
generally do not help students gain a comprehensive understanding of how various components
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interact (Resnick, 1998). In contrast, e-textiles allow sensors and data collecting tools to be
Computational thinking is an important skill for the 21st century. Wing (2006) describes
computational thinking as the “ability to engage in problem solving, designing systems, and
understanding human behavior.” Brennan and Resnick (2012) explain that students activate
computational concepts when they program their textile design with loops, sequences, conditions
and operations. Computational practices are when students are remixing, testing, debugging their
designs. Students engage in computational perspectives when they question, reflect, express,
connect while referring to differing world views within their projects (2012). E-textile design is
Assessing e-textiles is a complex process. At the end of the project the final artifact
should not be the primary assessment piece. Rather, the learning processes that the student
undergoes should be the focal point of assessment. In Brennan and Resnick's study, a group of
student' interactions with microcircuit boards, e-textile design, and programming were closely
examined. (2012) The study assessed computational concepts, practices and perspectives.
Concepts were assessed by looking at the code the students were using within their microcircuit
boards. Students were given a starter code to begin with, but the design task was to complete the
code by programming the ports onto their Lilypad and demonstrate how they harnessed the code
to activate input output. Sequences were assessed by studying the circuit diagram they first drew
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project.
projects. Overwhelmingly, the common theme that emerged was that the students “developed a
more realistic, personally relevant, and expansive perspectives of computing in the process of
Brennan and Resnick (2012) argues that there is no perfect way of assessing
computational thinking within e-textiles design; however, they suggest six ways that can assist
2. Incorporating artifacts because it helps reveal the process in which the student went
avenues such as notes in a design journal, audio or video reflection and allow them to
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4. Checking in multiple times. Since e-textiles is not a binary project, the assessment
should look at where a learner has been, is currently going and where they might go.
5. Valuing multiple ways of knowing. Is the learner able to critique their own design
and look at other designs and explain what is happening? Being able to explain the
theories and concepts behind the energy flows in a complete circuit show more
engaging self, peer, parent, teacher and researcher assessments as possible and
Summary
curriculum that focuses on student centered learning, constructionist frameworks and process
oriented assessment. Studies of e-textiles in school settings have shown that this medium does
not only embody these elements, but it also has unique affordances that separates itself from
other coding based mediums. The unique and complex interaction between coding electronic
circuitry, cutting, stitching and sewing allows for increased agency in problem solving. This also
has been recognized as the main factor in bridging the gap in terms of engagement from female
students. The complexity and open-ended nature of e-textiles drive forward inquiry projects that
require students to depart from traditional forms of learning and memorization. It is the
challenges that one encounters during the process of making these designs that help build a more
comprehensive understanding of programming, circuitry and artistry. E-textiles unite the tangible
and manipulatable with the world of digital coding. It engenders new forms of creative
production and directs educational and professional fields into new directions.
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References
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coding-as-a-new-literacy
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