One major concern in IT has to do with how to bring about a culturally responsible computing environment. The authors use the experiences of ten American Indian boys, aged 12-14, in the 8th grade of a charter school on tribal land outside of Phoenix, Arizona. They performed electronic textile (e-textile) computing activities during a three-week period. Although the activity was sewing electronic components to fabric in order to develop and produce small wearable computers, the researchers were able to analyze photographs, code screen shots, field notes, video logs, and reflections from interviews to determine the unique perspectives the boys developed.

The major findings are “the importance of connecting to larger community value systems [...], the importance of allowing space for youth to make decisions within the constraints of the design task, and the value of tangible e-textile artifacts in providing linkages between home and school.” Students were able to express, connect, and question--three common perspectives learners in computing develop when working on interactive digital media. These three computational perspectives were identified by Brennan and Resnick in the authors’ review of the literature. They allow the learner to go beyond being a consumer by using what is learned “as a tool for self-expression, relationship building, and democratic participation.”

The use of e-textile computing seems to be most useful in instructing those with a strong craft tradition. Faculty will certainly encounter diverse backgrounds. It is incumbent upon the faculty to design computing curricula that combine the fields of crafting, engineering, and computing in developing novel hybrid materials and heritage craft practices that can address the legacies that often account for disparities in treatment and success. Only then can we work to bring about culturally sensitive, responsible, and relevant computing.