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Supporting making online: the role of artifact, teacher and peer interactions in crafting electronic textiles

Gayithri Jayathirtha (Department of Teaching, Learning, and Teacher Education, University of Pennsylvania, Philadelphia, Pennsylvania, USA)
Deborah Fields (Department of Instructional Technology and Learning Sciences, Emma Eccles Jones College of Education and Human Services, Utah State University, Logan, Utah, USA)
Yasmin B. Kafai (Department of Teaching, Learning, and Teacher Education, University of Pennsylvania, Philadelphia, Pennsylvania, USA)
Joseph Chipps (Department of Secondary Education, California State University, Northridge, California, USA)

Information and Learning Sciences

ISSN: 2398-5348

Article publication date: 29 June 2020

Issue publication date: 27 July 2020

1084

Abstract

Purpose

The purpose of this paper is to report changes when a classroom-based makerspace moved from face-to-face to an online setting.

Design/methodology/approach

To better understand changes in teaching maker activities, as they move from face-to-face to online contexts, the authors analyzed video and interview data from six weeks of an introductory computer science high school classroom (38 youth) that was implementing an electronic textiles unit, shifting to asynchronous online teaching and learning during the March 2020 state-wide school closure because of the pandemic. The authors analyzed field notes and videos of face-to-face and online interactions between the teacher and his students in learning to craft and code their electronic textiles projects.

Findings

The analysis revealed changes in the role of physical and code artifacts, in improvising teaching, and channels for communication between the teacher and students.

Research limitations/implications

This study discusses the implications for future pedagogical design and research efforts, as the authors continue to engage youth and work toward designing equitable learning opportunities with maker activities online.

Originality/value

In maker activities such as electronic textiles, youth design, sew and program circuits to make personalized three-dimensional, textile artifacts. However, nearly all research on supporting and teaching making has been conducted in face-to-face settings.

Keywords

Acknowledgements

This work was supported by a grant from the National Science Foundation (NSF) to Yasmin Kafai (#1742140). Any opinions, findings and conclusions or recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of NSF, the University of Pennsylvania, Utah State University, or California State University, Northridge.

This article is part of the special issue, “A Response to Emergency Transitions to Remote Online Education in K-12 and Higher Education” which contains shorter, rapid-turnaround invited works, not subject to double blind peer review. The issue was called, managed and produced on short timeline in Summer 2020 toward pragmatic instructional application in the Fall 2020 semester.

Citation

Jayathirtha, G., Fields, D., Kafai, Y.B. and Chipps, J. (2020), "Supporting making online: the role of artifact, teacher and peer interactions in crafting electronic textiles", Information and Learning Sciences, Vol. 121 No. 5/6, pp. 381-390. https://doi.org/10.1108/ILS-04-2020-0111

Publisher

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Emerald Publishing Limited

Copyright © 2020, Emerald Publishing Limited

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