Computing for all?

Computing for all?: Examining critical biases in computational tools for learning

In this paper, we take a critical perspective towards novice programming environments to elucidate how the underlying structure privileges particular epistemologies and cultures. We examine how the cultural practice of storytelling is supported and/or inhibited within novice programming tools.

Citation

Litts, B. K., Searle, K. A., Brayboy, B. M., & Kafai, Y. B. (2021). Computing for all?: Examining critical biases in computational tools for learning. British Journal of Educational Technology, 52(2), 842-857. https://doi.org/10.1111/bjet.13059

Design Scaffolds

Examining the materiality and spatiality of design scaffolds in computational making

In this paper, we draw on multiple iterations of design and implementation work with wearable and locative technologies to investigate the affordances and challenges of design scaffolds in youths’ computational making design processes. We present examples from learning with electronic textiles and locative game design to illustrate the unique problem spaces of materiality and spatiality specific to computational making.

Citation

Litts, B. K., Searle, K. A., Kafai, Y. B., & Lewis, W. E. (2021). Examining the materiality and spatiality of design scaffolds in computational making. International Journal of Child-Computer Interaction, 30, 100295. https://doi.org/10.1016/j.ijcci.2021.100295

Culturally Disruptive Research

Culturally disruptive research: A critical (re) engagement with research processes and teaching practices

In this paper, we share a critical examination of adopting a culturally disruptive approach in a research–practice partnership (RPP) that includes Indigenous and non-Indigenous researchers, designers and educators who worked together to collaboratively design culturally situated experiences for sixth graders.

Citation

Litts, B.K., Tehee, M., Jenkins, J., Baggaley, S., Isaacs, D., Hamilton, M.M. and Yan, L. (2020), "Culturally disruptive research: a critical (re)engagement with research processes and teaching practices", Information and Learning Sciences, Vol. 121 No. 9/10, pp. 769-784. https://doi.org/10.1108/ILS-02-2020-0019

Pair Physical Computing

Computing for all?: Examining critical biases in computational tools for learning

In this paper, we focus on how pairs self-organized their multi-domain tasks in physical computing, and how their social interactions supported or inhibited productive collaboration.

Citation

Lui, D., Kafai, Y., Litts, B., Walker, J., & Widman, S. (2020). Pair physical computing: high school students’ practices and perceptions of collaborative coding and crafting with electronic textiles. Computer Science Education, 30(1), 72-101. https://doi.org/10.1080/08993408.2019.1682378

Cultivating Staff Culture Online

Cultivating staff culture online: How Edith Bowen Laboratory School responded to COVID-19

In this paper, we share the story of how the Edith Bowen Laboratory School (EBLS), a K-6 public charter school on campus at Utah State University, shifted to remote teaching and learning. Our goal is to contribute new understandings regarding the delivery of elementary education online.

Citation

Justis, N., Litts, B.K., Reina, L. and Rhodes, S. (2020), "Cultivating staff culture online: How Edith Bowen Laboratory School responded to COVID-19", Information and Learning Sciences, Vol. 121 No. 5/6, pp. 453-460. DOI: 10.1108/ILS-04-2020-0136

Engaging Youth in Computational Thinking Practices

Engaging youth in computational thinking practices through designing place-based mobile games about local issues

In response to a need to equip youth to become successful contributors to our growing digital economy, educators and researchers are exploring ways to incorporate computational thinking (CT) for all across curricular domains. In this paper, we take a place-based approach to examine how and what CT practices youth learn through designing mobile games in and for their own communities.

Citation

Litts, B. K., Lewis, W. E., & Mortensen, C. K. (2020). Engaging youth in computational thinking practices through designing place-based mobile games about local issues. Interactive Learning Environments, 28(3), 302-315. DOI: 10.1080/10494820.2019.1674883

Mobile Augmented Reality

Mobile Augmented Reality: Exploring a new genre of learning

The proliferation of smartphones provides easy access to experience augmented reality (AR), which has fundamentally shifted the conversation around educational technology both in and out of classrooms. As mobile technologies reach ubiquity, educators have become exceptionally concerned with designing tools and activities that equip young people to engage with these technologies as producers not just consumers. In this column, our goal is to present one approach by which we can empower all young people to produce with mobile augmented reality technologies.

Citation

Litts, B. K. & Lewis, W. E. (2019). Mobile Augmented Reality: Exploring a new genre of learning. GetMobile: Mobile Computing and Communications. 22. 5-9. 10.1145/3308755.3308757. DOI: 10.1145/3308755.3308757

Stitching Codeable Circuits

Stitching Codeable Circuits: High School Students’ Learning About Circuitry and Coding with Electronic Textiles

Learning about circuitry by connecting a battery, light bulb, and wires is a common activity in many science classrooms. In this paper, we expand students’ learning about circuitry with electronic textiles, which use conductive thread instead of wires and sewable LEDs instead of lightbulbs, by integrating programming sensor inputs and light outputs and examining how the two domains interact.

Citation

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 textiles. Journal of Science Education and Technology, 26(5), 494-507. DOI: 10.1007/s10956-017-9694-0

Maker Studio Model

A Maker Studio Model for High School Classrooms: The Nature and Role of Critique in an Electronic Textiles Design Project

This article reports on a case study featuring a class of 23 high school students in a STEM class partnered with art students to develop an interactive installation. The authors used the characteristics of studio models from arts, architecture, and engineering education and integrated maker activities. Students designed a computational artifact and participated in activities such as feedback, critique, and reflection.

Citation

Litts, B. K., Widman, S. A., Lui, D. A., Walker, J. T., & Kafai, Y. B. (2019). A Maker Studio Model for High School Classrooms: The Nature and Role of Critique in an Electronic Textiles Design Project. Teachers College Record, 121(9), 1-34. https://www.tcrecord.org/Content.asp?ContentId=22784

Debugging Open-Ended Designs

Debugging Open-Ended Designs: High School Students’ Perceptions of Failure and Success in an Electronic Textiles Design Activity

Learning about circuitry by connecting a battery, light bulb, and wires is a common activity in many science classrooms. In this paper, we expand students’ learning about circuitry with electronic textiles, which use conductive thread instead of wires and sewable LEDs instead of lightbulbs, by integrating programming sensor inputs and light outputs and examining how the two domains interact.

Citation

Searle, K. A., Litts, B. K., & Kafai, Y. B. (2018). Debugging open-ended designs: High school students’ perceptions of failure and success in an electronic textiles design activity. Thinking Skills and Creativity, 30, 125-134. DOI: 10.1016/j.tsc.2018.03.004

Learning in the Making

Learning in the Making: A Comparative Case Study of Three Makerspaces

Through a comparative, in-depth case study of three makerspaces, the authors explore how makerspaces function as learning environments how participants learn and develop through complex design and making practices.

Citation

Sheridan, K., Halverson, E. R., Litts, B., Brahms, L., Jacobs-Priebe, L., & Owens, T. (2014). Learning in the making: A comparative case study of three makerspaces. Harvard Educational Review, 84(4), 505-531. DOI: 10.17763/haer.84.4.brr34733723j648u