Assessing computational thinking in making has proven a challenge, in part because student creations are innately diverse and unique. In this paper we consider portfolios as a way to document and assess students’ learning processes in the context of designing electronic textile (e-textile) projects. We describe students’ use of portfolios at the end of an introductory computing course, Exploring Computer Science, during which 33 students created a series of electronic textile (e-textile) projects as part of a new curricular unit. Our analysis not only illuminates the capability of portfolios

Much attention in constructionism has focused on the design of learning tools and support for students building artifacts. Far less attention has been placed on reflection and reflective artifacts that let students consider their own learning. In this paper we share an analysis of portfolios in which high school students reflected on the design of their electronic textile projects during an eight-week curricular unit in an Exploring Computer Science class, an introductory computing course for high school (secondary) students in the United States. We examine portfolios as sites of student self

In this paper, we present our guiding principles for designing a constructionist curricular unit called Stitching the Loop with electronic textiles which introduce high school students to key concepts in crafting, circuit design and computing. Our principles were to design for (1) engagement by promoting interest-driven designs; (2) expression by putting aesthetics first; (3) depth by developing challenging content within constraints; (4) multiple experiences for providing opportunities for practice; (5) audience by sharing designs; (6) collaboration by having students help other students; (7)

Recent discussions of making have focused on developing out-of-school makerspaces and activities to provide more equitable and enriching learning opportunities for youth. Yet school classrooms present a unique opportunity to help broaden access, diversify representation, and deepen participation in making. In turning to classrooms, we want to understand the crucial practices that teachers employ in broadening and deepening access to making. In this article, we investigate two high school teachers' approaches in implementing a novel eight-week, electronic textiles unit within the Exploring