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How Time Gets Used in Afterschool Maker Programs., and . FabLearn, page 11:1-11:4. ACM, (2017)Opportunistic uses of the traditional school day through student examination of Fitbit activity tracker data., , , and . IDC, page 209-218. ACM, (2015)Blending Everyday Movement and Representational Infrastructure: An Interaction Analysis of Kindergarteners Coding Robot Routes., , , , and . ICLS, International Society of the Learning Sciences, (2020)An Expansively-framed Unplugged Weaving Sequence Intended to Bear Computational Fruit of the Loom., and . FabLearn, page 124-127. ACM, (2019)From Consumers to Critical Users: Prompty, an AI Literacy Tool for High School Students., , , , , , and . AAAI, page 23300-23308. AAAI Press, (2024)Co-designing AI Education Curriculum with Cross-Disciplinary High School Teachers., , , , , , , , , and . AAAI, page 23146-23154. AAAI Press, (2024)Measuring Electrodermal Activity to Capture Engagement in an Afterschool Maker Program., and . FabLearn, page 78-81. ACM, (2016)Eliciting High School Students' Conceptions and Intuitions about Algorithmic Bias., , and . ICER (2), page 35-36. ACM, (2022)Material pets, virtual spaces, isolated designers: how collaboration may be unintentionally constrained in the design of tangible computational crafts., and . IDC, page 244-247. ACM, (2012)From Embodied Doing to Computational Thinking in Kindergarten: A Punctuated Motor Control Model., , , , , and . LDT, page 1-10. ACM, (2023)