Abstract
This paper explores teachers’ expected and perceived gains from classroom participation in design projects. The results indicate that teachers hope the experience will be fun for the children, and that it will increase both children’s and their own knowledge about technology. Although they consider learning goals important, these do not necessarily have to be communicated to the children, since the teachers experience that the children are learning several skills anyway. However, early involvement in the definition of learning goals could make participation more beneficial. The teachers also see several gains from partication for themselves, especially related to using a design approach in the classroom. We discuss the implications of these finding and suggest a way to increase the user gains for both children and teachers by considering the opportunity to use classroom participation as a way to support teachers’ competence development, thereby fulfilling the promise of mutual learning as advocated in Participatory Design.
| Original language | English |
|---|---|
| Title of host publication | CHI 2019 - Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems |
| Place of Publication | New York |
| Publisher | Association for Computing Machinery, Inc |
| Number of pages | 9 |
| ISBN (Electronic) | 978-1-4503-5970-2 |
| DOIs | |
| Publication status | Published - 2 May 2019 |
| Event | 37th ACM International Conference on Human Factors in Computing Systems (CHI2019) - Glasgow, UK, Glasgow, United Kingdom Duration: 4 May 2019 → 9 May 2019 Conference number: 37 https://chi2019.acm.org https://chi2019.acm.org/ https://chi2019.acm.org/ https://chi2019.acm.org/ https://chi2019.acm.org/ |
Conference
| Conference | 37th ACM International Conference on Human Factors in Computing Systems (CHI2019) |
|---|---|
| Abbreviated title | CHI2019 |
| Country | United Kingdom |
| City | Glasgow |
| Period | 4/05/19 → 9/05/19 |
| Internet address |
Keywords
- CCI
- Children
- Participatory design
- Teachers
- User gains
Cite this
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Teachers’ expected and perceived gains of participation in classroom based design activities. / Börjesson, Peter; Barendregt, Wolmet; Eriksson, Eva; Torgersson, Olof; Bekker, Tilde.
CHI 2019 - Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems. New York : Association for Computing Machinery, Inc, 2019. 157.Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review
TY - GEN
T1 - Teachers’ expected and perceived gains of participation in classroom based design activities
AU - Börjesson, Peter
AU - Barendregt, Wolmet
AU - Eriksson, Eva
AU - Torgersson, Olof
AU - Bekker, Tilde
PY - 2019/5/2
Y1 - 2019/5/2
N2 - This paper explores teachers’ expected and perceived gains from classroom participation in design projects. The results indicate that teachers hope the experience will be fun for the children, and that it will increase both children’s and their own knowledge about technology. Although they consider learning goals important, these do not necessarily have to be communicated to the children, since the teachers experience that the children are learning several skills anyway. However, early involvement in the definition of learning goals could make participation more beneficial. The teachers also see several gains from partication for themselves, especially related to using a design approach in the classroom. We discuss the implications of these finding and suggest a way to increase the user gains for both children and teachers by considering the opportunity to use classroom participation as a way to support teachers’ competence development, thereby fulfilling the promise of mutual learning as advocated in Participatory Design.
AB - This paper explores teachers’ expected and perceived gains from classroom participation in design projects. The results indicate that teachers hope the experience will be fun for the children, and that it will increase both children’s and their own knowledge about technology. Although they consider learning goals important, these do not necessarily have to be communicated to the children, since the teachers experience that the children are learning several skills anyway. However, early involvement in the definition of learning goals could make participation more beneficial. The teachers also see several gains from partication for themselves, especially related to using a design approach in the classroom. We discuss the implications of these finding and suggest a way to increase the user gains for both children and teachers by considering the opportunity to use classroom participation as a way to support teachers’ competence development, thereby fulfilling the promise of mutual learning as advocated in Participatory Design.
KW - CCI
KW - Children
KW - Participatory design
KW - Teachers
KW - User gains
UR - http://www.scopus.com/inward/record.url?scp=85067615341&partnerID=8YFLogxK
U2 - 10.1145/3290605.3300387
DO - 10.1145/3290605.3300387
M3 - Conference contribution
AN - SCOPUS:85067615341
BT - CHI 2019 - Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems
PB - Association for Computing Machinery, Inc
CY - New York
ER -