Teachers’ expected and perceived gains of participation in classroom based design activities

Peter Börjesson, Wolmet Barendregt, Eva Eriksson, Olof Torgersson, Tilde Bekker

    Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

    7 Citations (Scopus)
    4 Downloads (Pure)

    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 languageEnglish
    Title of host publicationCHI 2019 - Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems
    Place of PublicationNew York
    PublisherAssociation for Computing Machinery, Inc.
    Number of pages9
    ISBN (Electronic)978-1-4503-5970-2
    DOIs
    Publication statusPublished - 2 May 2019
    Event37th ACM Annual Conference on Human Factors in Computing Systems, CHI 2019 - Scottish Event Campus, Glasgow, United Kingdom
    Duration: 4 May 20199 May 2019
    Conference number: 37
    https://chi2019.acm.org

    Conference

    Conference37th ACM Annual Conference on Human Factors in Computing Systems, CHI 2019
    Abbreviated titleCHI 2019
    Country/TerritoryUnited Kingdom
    CityGlasgow
    Period4/05/199/05/19
    Internet address

    Keywords

    • CCI
    • Children
    • Participatory design
    • Teachers
    • User gains

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