Crafted stories
Teaching is frequently characterised by curriculum frameworks, institutional policies, or quantifiable outcomes.
However, these narratives originate in a different place: the lived experiences of teachers.
Each account documents a specific classroom moment, such as an immediate decision, a challenge that transformed instructional practice, or an encounter that provided new insights into teaching.
Together, these stories constitute a curated collection derived from conversations with computing teachers who integrate physical computing into their instruction.
These experiences are offered as opportunities for reflection and deeper consideration.
As you engage with these crafted stories, you may identify parallels within your own teaching practice. Through this recognition, new interpretations may arise as your experiences interact with those presented in the stories.
These narratives seek to represent the complexity and nuance inherent in teachers' experiences.
Seemingly routine moments, such as troubleshooting a device, planning a lesson, or mentoring a colleague, often acquire deeper significance upon further reflection.
Readers are encouraged to proceed deliberately and to reflect on how these moments may resonate with their own teaching experiences.
These crafted stories are not direct transcripts of interviews. Rather, they are hermeneutic interpretations developed through sustained engagement with the data to convey the essence of teachers' lived experiences.
Reading the Stories
The Interpretive Path
Throughout the study, forty-two narratives were constructed based on hermeneutic analysis of teachers' interviews.
Seventeen narratives were subsequently selected for in-depth interpretive analysis through ongoing engagement with the hermeneutic circle.
Analysis of these narratives revealed five recurring modes of engagement with physical computing.
Multiple interviews with teachers
42 Crafted Stories
Hermeneutic Interpretation
17 Crafted Stories
5 Themes
Modes of Being-with Physical Computing
Five interpretive themes were drawn from forty-two crafted stories.
The crafted stories are organised according to these interpretive themes.
Each theme represents a different position from which teachers encounter the opportunities and tensions of computing education.
The study produced forty-two narratives through hermeneutic analysis of the interview data.
Seventeen of these narratives were selected for in-depth interpretive analysis through iterative engagement within the hermeneutic circle.
Analysis of these narratives revealed several recurring experiential patterns. These patterns represent distinct ways teachers engage with and interpret physical computing in their professional contexts.
Taken together, these themes demonstrate that computing pedagogy develops as a relational and interpretive practice, influenced by care, responsibility, and professional judgment.