Understanding the Opportunities and Challenges of Introducing Computational Crafts to Alternative High School Students

Abstract

In recent years, the integration of computation with crafting has garnered increased attention. Partly spurred by the growth of the "maker movement" and also by recognition of the importance of broadening computational interest and proficiency, computational crafts have become more familiar to educational technologists and designers. For example, computation has been combined with textile design in summer camps for young people (Buechley, Eisenberg, Catchen, & Crockett, 2008) and integrated into media as pervasive as paper (Eisenberg, Elumeze, MacFerrin, & Buechley, 2009). Additionally, maker spaces are being established in major metropolitan areas, Maker Faires are becoming increasingly ubiquitous (Dougherty, 2012), university courses in computation and crafting are being established (Lee & Fields, 2013), and museums are beginning to bring computational crafting into their repertoires (Brahms & Werner, 2013). [For the complete volume, "Educational Media and Technology Yearbook, Volume 39," see ED594284.]