HCI researchers have been investigating family dynamics with new and emerging technologies during joint media engagement (JME) experiences. However, most studies describe family dynamics from parents' perspectives, such as their roles and mediation practices, while the roles and agency of other family members are less understood. In this paper, we examine family dynamics through the lens of negotiation between family members. Our study is located within an informal learning program called Family Creative Learning, where families from non-dominant groups were invited to participate in a series of workshops to create with a programming app called ScratchJr. Through analysis of data that included process, artifact, and reflective data, we identify negotiation practices of family members as they advocate for device and creative control. We further discuss how the lens of negotiation expands the meaning of productive JME in family contexts and highlight design considerations to facilitate engaging joint family experiences with educational technologies.

This symposium brings together eleven projects across three continents to examine notions of disruption in educational research.Historically, notions of disruption have pointed to the ways research leverages innovation and transformative practice.However, amid global pandemic and intersecting unrest, the authors in this session recognize the need for deeper conversation across contexts to understand the ways that educational research in the learning sciences can leverage disruption toward transformational learning.To respond to this year's call for building and sustaining knowledge in community, we seek to foster conversation about the ways that designed for and encountered disruptions act as opportunities for critical reflection and new kinds of engagement in educational research.Together, we examine various notions of disruption as they exist in our disparate work.We seek to provoke meaningful conversations about the ways educational research can embody the contemporary realities of learning with and toward disruption.

While gaps in older adults' technology use and learning are significant, they are often overlooked.This paper centers older adults' technology learning in public library contexts, with a focus on how interconnected infrastructures can serve to support their learning.Through an exemplary case study spanning several public library programs targeted at older adults, I ask: How did interconnected infrastructures support or fail to support pathways to technology learning for older adults in a public library setting?Through this study, I hope to contribute to knowledge that can support design and infrastructuring for meaningful technology learning for older adults in public library contexts.

Researchers are increasingly seeking to support the spread of tools, practices, and curricular innovations for more equitable STE(A)M learning, through the development of collaborative relationships with schools and districts. In this study we followed two STE(A)M curricular innovations at different stages of development, as they made attempts to scale across two years through collaborations with practitioners. Our comparative case study explores how instances of dialogical learning facilitated boundary crossing (Akkerman and Bakker, 2011), which played a key role in shaping scaling efforts and usability. We illustrate how scale can be conceptualized and studied as a learning problem, using the lens of boundary crossing. This work addresses the need for longitudinal studies of researcher and practitioner collaborations, as well as the need for research that goes beyond the initial stages of an innovation’s implementation, contributing to our understanding of what makes a successful and sustainable scaling effort.

Background and Context: Physical computing involves complex negotiations of multiple, on and off-screen tasks, which calls for research on how to best structure collaborative work to ensure equitable learning.Objective: We focus on how pairs self-organized their multi-domain tasks in physical computing, and how their social interactions supported or inhibited productive collaboration.Method: We conducted a 30+ hour physical computing workshop where high school student pairs created interactive electronic textile signs. We recorded how students shared or allocated their tasks in fieldnotes and looked for reasons why this occurred through student post-interviews.Findings: Students worked collaboratively on project planning, which involved discussion and decision-making, but individually during project construction, which involved physical execution of their plan. The quality of students' social interaction was seemingly linked to how viewed their partner as a socioemotional resource.Implications: Inherent qualities of the different domains of physical computing and how students view their partners in socioemotional terms can shape the productivity of student collaborative learning.

This study investigates the association between involvement with sustained professional development (PD) and students' physics learning for teachers engaging with the Physics through Evidence, Empowerment through Reasoning (PEER) curricular suite. PEER supports high school teachers attempting to align their instruction with the Next Generation Science Standards (NGSS) through collaborative engagement with curricular materials, sustained PD, and three-dimensional assessments. Using data collected from 21 teachers and employing hierarchical linear modeling, we examine whether variation in PD participation is predictive of students' gains on a conceptual examination of physics learning Findings indicate that attending a PEER PD session was associated with a 1.46% positive difference in average gain scores, when controlling for teacher characteristics. PD attendance also explained 49.48% of between-teacher variation in conceptual gains. These results emphasize the efficacy of sustained PD for increasing student learning in NGSS-aligned courses.

Background/Context Though the maker movement has proliferated in out-of-school settings, there remains a design challenge of how to effectively integrate maker activities into K–12 classrooms. In other contexts, though, creative design and production have historically been successfully integrated in classrooms through studio models common to the arts, architecture, and engineering. Purpose/Objective In this paper, we leverage the features and practices of studio models from arts, architecture, and engineering education to integrate maker activities in a high school classroom. Within this Maker Studio model, students focus on designing a computational artifact and engage in practices more predominantly found in studio arts, architecture, and engineering classes such as feedback, critique, and reflection. Research Design We conducted a case study of how a class of 23 high school students participating in a STEM elective class in teams partnered with art students to develop an interactive installation. Our analyses focus on how the structure of the feedback, critique, and reflections in the Maker Studio informed and shaped students’ design processes. Conclusions We discuss affordances and implications of recognizing studio practices (particularly critique) as design features of maker activities, especially in high school classroom contexts, and present the Maker Studio as a viable model for integration of maker activities in classroom environments. We also characterize key features of the Maker Studio model, including the following: appreciation and support for maker processes in addition to or even above final products, integration of various structures for giving and receiving critique throughout the design process, support for interdisciplinary and collaborative project work, and engagement with diverse perspectives and expertise during critiques.

In this paper, we examine students? learning about computing by designing, coding, and remixing electronic textiles with sensor inputs and light outputs. We conducted a workshop with 23 high school students ages 16-17 years who learned how to craft and code circuits with the LilyPad Arduino, an electronic textile construction kit. Our analyses not only confirm significant increases in students' understanding of functional circuits but also showcase students' ability in reading, remixing and writing program code for controlling circuits. In our discussion, we address opportunities and challenges of introducing codeable circuit design for integrating maker activities that include engineering and computing into K-12 classrooms.

Pair programming is one of the most popular and successful collaborative learning activities in computer science education wherein students organized in pairs alternate between writing and guiding coding on the screen. In this paper, we examine a complementary approach by taking pair programming into a tangible space where pairs coded lights and sensors of an Arduino-based microcontroller, designed programmable and functional circuits, and sewed an electronic textile. We analyzed the reflections of 23 students, who worked in pairs over a series of fifteen 90-minute workshop sessions, about their experiences collaborating and communicating across the different domains of e-textiles creation (e.g., design, circuitry, coding, and crafting). Student perceptions highlighted potential causes of these interactions across these multiple domains, which are distinct from pair programming activities. In the discussion, we address how these perceptions inform the design and development of more equitable pair e-crafting arrangements.

Learning about circuitry by connecting a battery, light bulb, and wires is a common activity in many science classrooms. In this paper, we expand students’ learning about circuitry with electronic textiles, which use conductive thread instead of wires and sewable LEDs instead of lightbulbs, by integrating programming sensor inputs and light outputs and examining how the two domains interact. We implemented an electronic textiles unit with 23 high school students ages 16–17 years who learned how to craft and code circuits with the LilyPad Arduino, an electronic textile construction kit. Our analyses not only confirm significant increases in students’ understanding of functional circuits but also showcase students’ ability in designing and remixing program code for controlling circuits. In our discussion, we address opportunities and challenges of introducing codeable circuit design for integrating maker activities that include engineering and computing into classrooms.

The majority of electronic textile (e-textile) activities for beginners focus on making and coding individual projects rather than collaborative designs, which often excludes potentially fruitful collaborations. In this paper, we report on findings from an e-textile workshop in which high school youth (16-17 years old) worked in pairs to design interactive display pieces using LilyPad Arduino, LEDs, sensors, conductive thread and fabric. Drawing on artifacts, fieldnotes, and interviews, we report on the range of work approaches that students took toward collaborative e-crafting. Specifically, we examine key aspects of this collaboration: pairs' role negotiations and communication strategies. Finally, we discuss the challenges and opportunities of adopting collaborative e-crafting when introducing coding and making activities in classrooms.