
Debugging by Design
04/11/22 • 37 min
Although computing technologies are now ubiquitous in much of the West and other parts of the world, there are still significant inequalities when it comes to who has access to computer science education. Powerful cultural stereotypes about who is or can become a coder persist, leading to the underrepresentation of girls and children of colour from a crucial form of digital literacy. In this episode, Dr. Sara Grimes (Director of the KMDI) chats with Dr. Deborah Fields, Associate Research Professor in the Instructional Technology and Learning Sciences Department at Utah State University, about her research on the relationship between identity, motivation and learning how to code among tweens and teens, and how to break down stereotypes about who can code and how. The discussion is focused on Dr. Fields’s recent article in the British Journal of Educational Technology: “Debugging by design: A constructionist approach to high school students' crafting and coding of electronic textiles as failure artefacts,” co-authored with Dr. Yasmin B. Kafai, Luis Morales-Novarro, and Justice T. Walker (2021).
Type of research discussed in today’s episode: education research; pedagogy design and innovation; workshops; computer science education; participatory research; action research.
Keywords for today’s episode: constructionism; software bug; computer coding; e(lectronic)-textiles; equity in education; STEM (science technology engineering math); mischievousness; socially meaningful failure artifacts; productive failure; creativity; aesthetics first.
For more information and a full transcript of each episode, check out our website: http://kmdi.utoronto.ca/the-critical-technology-podcast/
Send questions or comments to: [email protected]
Although computing technologies are now ubiquitous in much of the West and other parts of the world, there are still significant inequalities when it comes to who has access to computer science education. Powerful cultural stereotypes about who is or can become a coder persist, leading to the underrepresentation of girls and children of colour from a crucial form of digital literacy. In this episode, Dr. Sara Grimes (Director of the KMDI) chats with Dr. Deborah Fields, Associate Research Professor in the Instructional Technology and Learning Sciences Department at Utah State University, about her research on the relationship between identity, motivation and learning how to code among tweens and teens, and how to break down stereotypes about who can code and how. The discussion is focused on Dr. Fields’s recent article in the British Journal of Educational Technology: “Debugging by design: A constructionist approach to high school students' crafting and coding of electronic textiles as failure artefacts,” co-authored with Dr. Yasmin B. Kafai, Luis Morales-Novarro, and Justice T. Walker (2021).
Type of research discussed in today’s episode: education research; pedagogy design and innovation; workshops; computer science education; participatory research; action research.
Keywords for today’s episode: constructionism; software bug; computer coding; e(lectronic)-textiles; equity in education; STEM (science technology engineering math); mischievousness; socially meaningful failure artifacts; productive failure; creativity; aesthetics first.
For more information and a full transcript of each episode, check out our website: http://kmdi.utoronto.ca/the-critical-technology-podcast/
Send questions or comments to: [email protected]
Previous Episode

The Digital (Neighbour)hood
How, where, and what kids and teens learn about safe sex, substance use, and other health-related topics is incredibly important. Especially for young people who are already dealing with higher risk factors, such as neighbourhood poverty and violence--a disproportionate number of whom are young people of colour, specifically Black, Latinx or Indigenous youth. In this episode, Dr. Sara M. Grimes (Director of the KMDI) chats with Dr. Robin Stevens, Associate Professor at University of Southern California (USC) Annenberg School for Communication and Journalism, and the Director and founder of the Health Equity and Media Collab, about her research on Black, Latinx and LGBTQ+ youth's use of social media, and the implications for their health and well-being. The discussion is focused on two of Dr. Stevens's articles: “The digital hood: Social media use among youth in disadvantaged neighborhoods,” published in 2017 in New Media and Society; and “#digitalhood: Engagement with risk content in Social Media among Black and Hispanic Youth,” published in the Journal of Urban Health in 2019.
Type of research discussed in today's episode: health communication; digital epidemiology; community-engaged research; interdisciplinary research; youth studies; qualitative research.
Keywords for today's episode: digital neighbourhood/hood; risk-related content; Black youth culture; Latinx youth culture; technological determinism; content creation; invisible visibility.
For more information and a full transcript of each episode, check out our website: http://kmdi.utoronto.ca/the-critical-technology-podcast/
Send questions or comments to: [email protected]
Next Episode

Land-Based Relations in/and Digital Technology
Many of us are thinking more deeply about our relationships with the land these days. Through land acknowledgements inspired by the Truth and Reconciliation Commission’s 94 Calls to Action. In response to the growing urgency, and immediacy, of climate change and its impacts. But what about our digital technologies and online cultures? How does the concept of Indigenous land-based relations help us to better understand the information society, its politics, and its processes? In this episode, Dr. Sara Grimes (Director of the KMDI) chats with Dr. Jeffrey Ansloos, author of The Medicine of Peace: Indigenous Youth Decolonizing Healing and Resisting Violence,Associate Professor at the Ontario Institute for Studies in Education, a Registered Psychologist in the Department of Applied Psychology and Human Development, and the Canada Research Chair in Critical Studies in Indigenous Health and Social Action on Suicide, at the University of Toronto. Professor Ansloos is Nehiyaw (Cree) and English and a member of Fisher River Cree Nation (Ochekwi-Sipi; Treaty 5), who was born and raised in Treaty 1 territory in Winnipeg, Manitoba, and now resides in Tkaronto. The discussion is focused on Dr. Ansloos’s research into land-based relations within social media platforms and other digital technologies, Indigenous STS and decolonizing methodologies, and working with Indigenous youth to tackle mental health issues, social violence, and systematic oppression. It is centred on three of his recent articles: “Surviving in the cracks: a qualitative study with Indigenous youth on homelessness and applied community theatre” co-authored with Amanda Wager, published in the International Journal of Qualitative Studies in Education in 2020; “Our spirit is like a fire: Conceptualizing intersections of mental health, wellness, and spirituality with Indigenous youth leaders across Canada,” co-authored with Elissa Dent, and published in the Journal of Indigenous Social Development in 2021; and “Indigenous sovereignty in digital territory: a qualitative study on land-based relations with #NativeTwitter,” co-authored with Ashley Caranto Morford, and published in AlterNative: An International Journal of Indigenous Peoples in 2021.
Type of research discussed in today’s episode: decolonizing methodologies, Indigenous Science and Technology Studies (STS), arts-based research, participatory research, thematic analysis.
Keywords for today’s episode: land-based relations, #NativeTwitter, mental health, Indigenous youth, Settler colonialism in cyberspace, decolonization, Indigenous sovereignty, cyber-justice.
For more information and a full transcript of each episode, check out our website: http://kmdi.utoronto.ca/the-critical-technology-podcast/
Critical Technology - Debugging by Design
Transcript
Episode 6: Debugging by Design
There are still significant inequalities when it comes to who has access to computer science education. In this episode, In this episode, Dr. Sara Grimes (Director of the KMDI) chats with Dr. Deborah Fields, Associate Research Professor in the Instructional Technology and Learning Sciences Department at Utah State University, about her research on the relationship between identity, motivation and learning how to code among tweens and teens,
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