Making in schools: student learning through an e-textiles curriculum

References

• Abram, S. (2013, March/Apri). Makerspaces in libraries, education, and beyond. Internet@Schools, pp. 18–21.
   Google Scholar
• Berzowska, J. (2005). Electronic textiles: Wearable computers, reactive fashion, and soft computation. Textile, 3(1), 58–75. doi: 10.2752/147597505778052639
   Google Scholar
• Boyatzis, R. (1998). Tranforming qualitative information: Thematic analysis and code development. Thousand Oaks, CA: Sage Publications, Inc.
   Google Scholar
• Brennan, R. (2013). Liberal govenment urged to bring back home economics in Ontario high schools. The Toronto Star. Retrieved from https://www.thestar.com/news/queenspark/2013/04/24/ontario_urged_to_bring_back_home_economics_in_high_schools.html
   Google Scholar
• Brennan, K., & Resnik, M. (2012). New frameworks for studying and assessing the development of computational thinking. Vancouver, BC: American Educational Research Association.
   Google Scholar
• Buechley, L., & Eisenberg, M. (2008). The LilyPad Arduino: Toward wearable engineering for everyone. Wearable Computing, April-June, 12–15.
   Google Scholar
• Buechley, L., Eisenberg, M., Catchen, J., & Crockett, A. (2008). The LilyPad Arduino: Using computational textiles to investigate engagement, aesthetics, and diversity in computer science eduction. Proceedings of the twenty-sixth annual CHI conference on Human factors in computing systems – CHI ‘08 (p. 423). doi: 10.1145/1357054.1357123
   Google Scholar
• Buechley, L., Eisenberg, M., & Elumeze, N. (2007). Towards a curriculum for electronic textiles in the high school classroom. ACM SIGCSE Bulletin, 39(3), 28–32. doi: 10.1145/1269900.1268795
   Google Scholar
• Buechley, L., Elumeze, N., & Eisenberg, M. (2006). Electronic/computational textiles and children’s crafts. Proceedings of the 2006 conference on Interaction design and children – IDC ‘06 (p. 49). doi: 10.1145/1139073.1139091
   Google Scholar
• Buechley, L., & Hill, B. M. (2010). Lilypad in the wild: How hardware’s long tail is supporting new engineering and design communities. Dis 2010, 199–207. doi: 10.1145/1858171.1858206
   Google Scholar
• The Canadian Press. (2018, July 10). Ontario government cancels $100M school repair fund. CBC. Retrieved from https://www.cbc.ca/news/canada/toronto/ontario-government-cancels-100m-school-repair-fund-1.4740271
   Google Scholar
• Clarke, V., & Braun, V. (2017). Thematic analysis. The Journal of Positive Psychology, 12(3), 297–298. doi: 10.1080/17439760.2016.1262613
   Web of Science ®Google Scholar
• Cortez, M. A., Tu, N. T., Van Anh, D., ZagitaNg, B., & Vegafria, E. (2014). Fast fashion quadrangle: An analysis. Academy of Marketing Studies Journal, 18(1), 1–18.
   Google Scholar
• Craig, L., Perales, F., Vidal, S., & Baxter, J. (2016). Domestic outsourcing, housework time, and subjective time oressure: New insights from longitudinal data. Journal of Marriage and Family, 78(5), 1224–1236. doi: 10.1111/jomf.12321
   Web of Science ®Google Scholar
• DeCoito, I. (2016). STEM education in Canada: A knowledge synthesis. Canadian Journal of Science, Mathematics and Technology Education, 16(2), 114–128. doi: 10.1080/14926156.2016.1166297
   Web of Science ®Google Scholar
• de Freitas, S., & Levene, M. (2006). Wearable and mobile devices. In C. Ghaoui (Ed.), Encyclopedia of human computer interaction (pp. 706–712). London: Idea Group Reference.
   Google Scholar
• Deng, X. N., & Christodoulidou, N. (2015). Understanding user values of wearable computing. Thirty-Sixth International Conference on Information Systems (pp. 1–10), Fort Worth.
   Google Scholar
• Education Quality and Accountability Office. (2018). EQAO school and board profiles and reports. Retrieved from http://www.eqao.com/en/Pages/school-search.aspx?#k=
   Google Scholar
• Ferguson, R. (2018, June 18). The incoming Ford administration orders freeze on hiring and discretionary spending. The Toronto Star. Retrieved from https://www.thestar.com/news/queenspark/2018/06/18/the-incoming-ford-administration-orders-freeze-on-hiring-and-discretionary-spending.html
   Google Scholar
• Halverson, E. R., & Sheridan, K. (2014). The maker movement in education. Harvard Educational Review, 84(4), 495–504. doi: 10.17763/haer.84.4.34j1g68140382063
   Web of Science ®Google Scholar
• Harlow, D., & Hansen, A. (2018, March). School maker faires. Science and Children, 30–38.
   Google Scholar
• Holson, L. (2012). Dusting off the sewing machine. The New York Times. Retrieved from https://www.nytimes.com/2012/07/05/fashion/dusting-off-the-sewing-machine.html
   Google Scholar
• Hughes, J., Gadanidis, G., & Yiu, C. (2017). Digital making in elementary mathematics education. Digital Experiences in Mathematics Education, 3, 139–153. doi: 10.1007/s40751-016-0020-x
   Google Scholar
• Jenson, J., Fisher, S., & de Castell, S. (2011). Disrupting the gender order: Leveling up and claiming space in an after-school video game club. International Journal of Gender, Science and Technology, 3(Issue?), 149–169. Retrieved from http://genderandset.open.ac.uk/index.php/genderandset/article/view/129/258
   Google Scholar
• Joung, H. M. (2014). Fast-fashion consumers’ post-purchase behaviours. International Journal of Retail and Distribution Management, 42(8), 688–697. doi: 10.1108/IJRDM-03-2013-0055
   Google Scholar
• Kafai, Y. B., Fields, D., & Searle, K. (2014). Electronic textiles and disruptive designs: Supporting and challenging maker activities in schools. Harvard Educational Review, 84(4), 532–556. doi: 10.17763/haer.84.4.46m7372370214783
   Web of Science ®Google Scholar
• Kafai, Y. B., Lee, E., Searle, K., Fields, D., Kaplan, E., & Lui, D. (2014). A crafts-oriented approach to computing in high school: Introducing computational concepts, practices, and perspectives with electronic textiles. ACM Transactions on Computing Education, 14(1), 1–20. doi: 10.1145/2576874
   Web of Science ®Google Scholar
• Kafai, Y. B., & Peppler, K. A. (2014). Transparency reconsidered: Creative, critical, and connected making with e-textiles. In M. Boler & M. Ratto (Eds.), DIY citizenshop: Participatory practices of politics, culture and media (pp. 179–188). Cambridge, MA: The MIT Press.
   Google Scholar
• Katterfeldt, E., Dittert, N., & Schelhowe, H. (2009). EduWear : Smart textiles as ways of relating computing technology to everyday life. Proceedings of the 8th International Conference on Interaction Design and Children (pp. 9–17). doi: 10.1145/1551788.1551791
   Google Scholar
• Lau, W. W. Y., Ngai, G., Chan, S. C. F., & Cheung, J. C. Y. (2009). Learning programming through fashion and design: A pilot summer course in wearable computing for middle school students. In SIGCSE (pp. 504–508). Chattanooga.
   Google Scholar
• Lovell, E., & Buechley, L. (2010). An e-sewing tutorial for DIY learning. Proceedings of the 9th International Conference on Interaction Design and Children – IDC ‘10 (pp. 230–233). doi: 10.1145/1810543.1810578
   Google Scholar
• Maker Media Inc. (2018). Maker Faire Sponsorship. Retrieved from https://makerfaire.com/sponsors/
   Google Scholar
• Marsh, J., Kumpulainen, K., Nisha, B., Velicu, A., Blum-ross, A., Hyatt, D., … Hlíf, S. (2017). Makerspaces in the early years: A literature review. Retrieved from http://makeyproject.eu
   Google Scholar
• Martin, L. (2015). The promise of the maker movement for education. Journal of Pre-College Engineering Education Research (J-PEER), 5(1). doi: 10.7771/2157-9288.1099
   Google Scholar
• The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–93. doi: 10.17763/haer.66.1.17370n67v22j160u
   Web of Science ®Google Scholar
• Ngai, G., Chan, S. C. F., Cheung, J. C. Y., & Lau, W. W. Y. (2010). Deploying a wearable computing platform for computing education. IEEE Transactions on Learning Technologies, 3(1), 45–55. doi: 10.1109/TLT.2009.49
   Web of Science ®Google Scholar
• Ngai, G., Chan, S. C. F., Leong, H. V. A., & Ng, V. T. Y. (2013). Designing iCATch: A multipurpose, education-friendly construction kit for physical and wearable computing. ACM Transactions on Computing Education, 13(2), 1–30. doi: 10.1145/2483710.2483712
   Web of Science ®Google Scholar
• Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–13. doi: 10.1177/1609406917733847
   Web of Science ®Google Scholar
• Office of Management and Budget. (2017). America first: A budget blueprint to make America great again. Congressional Record. Retrieved from https://www.whitehouse.gov/sites/whitehouse.gov/files/omb/budget/fy2018/2018_blueprint.pdf
   Google Scholar
• Ontario Ministry of Education. (2007). The Ontario curriculum grades 1–8: Science and technology. Toronto. Retrieved from http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf
   Google Scholar
• Ontario Ministry of Education. (2016). 21 century competencies. Retrieved from http://www.edugains.ca/resources21CL/About21stCentury/21CL_21stCenturyCompetencies.pdf
   Google Scholar
• Ontario Teachers’ Federation. (2011). A new vision for large-scale testing in Ontario. Retrieved from http://www.otffeo.on.ca/en/wp-content/uploads/sites/2/2013/09/new_vision.pdf
   Google Scholar
• Partnership for 21st Century Learning. (2015). Building your roadmap to 21st century learning environments. Retrieved from www.roadmap21.org
   Google Scholar
• Peppler, K., & Bender, S. (2013). Maker movement spreads innovation one project at a time. Phi Delta Kappan, 95(3), 22–27. doi: 10.1177/003172171309500306
   Web of Science ®Google Scholar
• Peppler, K., & Glosson, D. (2013). Stitching circuits: Learning about circuitry through e-textile materials. Journal of Science Education and Technology, 22(Issue?), 751–763. doi: 10.1007/s10956-012-9428-2
   Web of Science ®Google Scholar
• Peppler, K., Halverson, R. E., & Kafai, Y. B. (Eds.). (2016). Makeology: Makers as learners. New York: Routledge.
   Google Scholar
• Perner-Wilson, H., Buechley, L., & Satomi, M. (2011). Handcrafting textile interfaces from a kit-of-no-parts. Proceedings of the fifth international conference on Tangible, embedded, and embodied interaction – TEI ‘11 (p. 61). doi: 10.1145/1935701.1935715
   Google Scholar
• Renzetti, E. (2014). Cutting home economics? Now that’s out to lunch. The Globe and Mail. Retrieved from https://www.theglobeandmail.com/opinion/cutting-home-economics-now-thats-out-to-lunch/article18231363/
   Google Scholar
• Science Technology and Innovation Council. (2014). State of the nation: Canada’s science, technology and innovation system. Ottawa. Retrieved from http://www.stic-csti.ca/eic/site/stic-csti.nsf/vwapj/STIC_1500_SON_Report_e_proof4.pdf/$file/STIC_1500_SON_Report_e_proof4.pdf
   Google Scholar
• Searle, K. A., Litts, B. K., & Kafai, Y. B. (2018, March). Debugging open-ended designs: High school students’ perceptions of failure and success in an electronic textiles design activity. Thinking Skills and Creativity, 0–1. doi: 10.1016/j.tsc.2018.03.004
   Web of Science ®Google Scholar
• Stokes, A. (2015). The glass runway: How gender and sexuality shape the spotlight in fashion design. Gender and Society, 29(2), 219–243. doi: 10.1177/0891243214563327
   Web of Science ®Google Scholar
• van der Lippe, T., Frey, V., & Tsvetkova, M. (2013). Outsourcing of domestic tasks: A matter of preferences? Journal of Family Issues, 34(12), 1574–1597. doi: 10.1177/0192513X12468099
   Web of Science ®Google Scholar
• Vossoughi, S., & Bevan, B. (2014, January). Making and iinkering: A Review of the literature. Commissioned by the Committee on Successful Out-of-School STEM Learning (pp. 1–55). Retrieved from http://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_089888.pdf
   Google Scholar
• Wong, A., & Partridge, H. (2016). Making as learning: Makerspaces in universities. Australian Academic & Research Libraries, 47(3), 143–159. doi: 10.1080/00048623.2016.1228163
   Web of Science ®Google Scholar
• Wu, L., Fan, A., & Mattila, A. S. (2015). Wearable technology in service delivery processes: The gender-moderated technology objectification effect. International Journal of Hospitality Management, 51, 1–7. doi: 10.1016/j.ijhm.2015.08.010
   Web of Science ®Google Scholar