发表机构
Creative Computing Institute, University of the Arts London（伦敦艺术大学创意计算研究所）
机构由 AI 辅助整理，请以论文原文为准。AI 中文总结
本文探讨电子纺织品在英国中学计算教育中的整合潜力，通过教师工作坊识别机会、障碍与挑战，并为创客技术采用提供最佳实践建议。
AI 中文摘要
本文探讨了将电子纺织品作为英国中学计算教育交付方法一部分的潜力。作为英国为数不多的基于教师经验的探索性研究之一，它调查了诸如SewSimple创客套件和BBC micro:bit等电子纺织品平台如何被纳入关键阶段3（11-14岁）的计算教育中，同时考虑到英国国家课程要求和课堂实践的现实。我们的研究问题是：教师如何看待将电子纺织品纳入英国中学计算教育的潜力？总之，我们的研究在三个方面对中学计算教育做出了贡献。首先，我们在两个参与式设计工作坊中考察了教师使用新设计的电子纺织品平台的直接、跨学科经验，并扩展了关于在电子纺织品教育中支持BBC micro:bit的有限讨论。其次，我们具体识别了三个维度上的机会、障碍和挑战：学校规划、国家课程指导和实际电子纺织品实施。第三，我们提供了在现有机构结构内支持创客技术采用和教学实践的最佳实践见解，以最大化学生在中学计算教育中的收益。
英文摘要
This paper explores the potential of integrating e-textiles as part of the approach to delivering computing in UK secondary schools. As one of the few UK-based exploratory studies of teachers experiences, it investigates how e-textile platforms such as the SewSimple maker kit and the BBC micro:bit can be incorporated into Key Stage 3 computing education (ages 11-14), taking into account both English national curriculum requirements and the realities of classroom practice. Our research question is: How do teachers perceive the potential of including e-textiles as part of computing education in English secondary schools? In summary, our research contributes to secondary computing education in three ways. First, we examine teachers direct, cross-disciplinarity experiences in two participatory design workshops using a newly designed e-textile platform and extend the limited discussion on supporting the BBC micro:bit in e-textile education. Second, we specifically identify opportunities, barriers, and challenges across three dimensions: school planning, national curriculum guidance, and practical e-textile implementation. Third, we offer insights into best practices for supporting maker technology adoption and pedagogical practices within existing institutional structures to maximize students' benefits for secondary school computing education.
CommentsThe 20th WiPSCE Conference on Primary and Secondary Computing Education Research (WiPSCE 2026)
