Abstract
In this paper, we present and discuss the use of electronic textiles (e-textiles) for introducing key computational concepts and practices and broadening participation and 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 class. To understand students' learning of concepts, practices, and perceptions of computing, we focused on the structure and functionality of circuits and program code and their design approaches to making and debugging their e-textile creations, and on their views on computing by examining pre-post interviews. Our discussion addresses the challenges and potential of using e-textiles materials and activities for designing introductory courses that can reach a broader student population.
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