In this study, teachers' recognition and recounts of their own and students' experiences provide an opportunity to develop an understanding and gather thick descriptions of everyday encounters, in this case, with physical computing in schools (Benner, 1994; van Manen, 1990). Adopting guidance from Smythe (2011) and Crowther et al. (2017), the findings are presented as a selection of crafted stories from a total of forty-two written as a collection from the experiences of five