Abstract
There is growing interest in how to enable in-service teachers to promote computational skills in their classes. Different researchers also highlight the importance of developing a critical mindset toward digital technology. This paper reports a case study, part of a training program for in-service teachers, organised by researchers and the local School District, to bring physical computing into class, and foster critical reflections on technology along the process. The program included teachers for diverse subjects, across primary and high schools. It used the novel IoTgo tool, adaptable to the needs of the different teachers. The study in this paper considers the case of an art class in a high school. According to the reported data analysis, the tool and the structure it offered enabled the teacher to bring computing into her art class, on her own, and learners to reflect along the process from different perspectives.