Ethnocomputing: ICT in cultural and social context
Communications of the ACM - Personal information management
Communications of the ACM - Self managed systems
The LilyPad Arduino: Toward Wearable Engineering for Everyone
IEEE Pervasive Computing
Stuck in the Shallow End: Education, Race, and Computing
Stuck in the Shallow End: Education, Race, and Computing
Attracting Native Americans to computing
Communications of the ACM - A Blind Person's Interaction with Technology
Skins 1.0: a curriculum for designing games with first nations youth
Futureplay '10 Proceedings of the International Academic Conference on the Future of Game Design and Technology
Proceedings of the 10th International Conference on Interaction Design and Children
Programming goes back to school
Communications of the ACM
Proceeding of the 44th ACM technical symposium on Computer science education
Toward culturally responsive computing education
Communications of the ACM
Success in introductory programming: what works?
Communications of the ACM
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There have been many efforts to increase access and participation of indigenous communities in computer science education using ethnocomputing. In this paper, we extend culturally responsive computing by using electronic textiles that leverage traditional crafting and sewing practices to help students learn about engineering and computing as they also engage with local indigenous knowledges. Electronic textiles include sewable microcontrollers that can be connected to sensors and actuators by stitching circuits with conductive thread. We present findings from a junior high Native Arts class and an academically-oriented summer camp in which Native American youth ages 12-15 years created individual and collective e-textile designs using the LilyPad Arduino. In our discussion we address how a culturally responsive open design approach to ethnocomputing with e-textile activities can provide a productive but also challenging context for design agency and cultural connections for American Indian youth, and how these findings can inform the design of a broader range of introductory computational activities for all.