Programmable bricks: toys to think with
IBM Systems Journal
Digital manipulatives: new toys to think with
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Community Support for Constructionist Learning
Computer Supported Cooperative Work - Special issue on interaction and collaboration in MUDs
Changing minds: computers, learning, and literacy
Changing minds: computers, learning, and literacy
Topobo: a constructive assembly system with kinetic memory
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Mindstorms: children, computers, and powerful ideas
Mindstorms: children, computers, and powerful ideas
Song debugging: merging content and pedagogy in computer science education
ACM SIGCSE Bulletin
GoGo board: augmenting programmable bricks for economically challenged audiences
ICLS '04 Proceedings of the 6th international conference on Learning sciences
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Children's programming, reconsidered: settings, stuff, and surfaces
Proceedings of the 8th International Conference on Interaction Design and Children
Craftopolis: blending tangible, informal construction into virtual multiuser communities
Proceedings of the 9th International Conference on Interaction Design and Children
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Students in alternative school are not served by existing interventions, which often focus on remediation and rote learning. Tangible computational crafts, because of their emotional affordances and relationships to youth's known likes and activities, may be a way to engage struggling students in sophisticated learning through design projects. I aim to explore how underachieving youth enrolled in a rural alternative public high school for failing students use PicoBoard, an external logic board, to design, develop and craft their own digital pets. The study focuses on empowering novice students to be designers. Questions include how students engage in the process of finding and fixing errors, and whether the design project helps students develop a productive relationship to making mistakes and learning. Initial analyses suggest students without programming experience can design and develop a personal digital pet over the course of five weeks, that students take pride in their physical creations, divide work tasks according to perceived strengths, and learn important aspects of debugging and code remixing, even when not confident about their abilities.