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

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

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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 International Conference on Human Factors in Computing Systems (CHI2019) - Glasgow, UK, Glasgow, United Kingdom
Duration: 4 May 20199 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

Conference37th ACM International Conference on Human Factors in Computing Systems (CHI2019)
Abbreviated titleCHI2019
CountryUnited Kingdom
CityGlasgow
Period4/05/199/05/19
Internet address

Keywords

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

Cite this

Börjesson, P., Barendregt, W., Eriksson, E., Torgersson, O., & Bekker, T. (2019). Teachers’ expected and perceived gains of participation in classroom based design activities. In CHI 2019 - Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems [157] New York: Association for Computing Machinery, Inc. https://doi.org/10.1145/3290605.3300387
Börjesson, Peter ; Barendregt, Wolmet ; Eriksson, Eva ; Torgersson, Olof ; Bekker, Tilde. / Teachers’ expected and perceived gains of participation in classroom based design activities. CHI 2019 - Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems. New York : Association for Computing Machinery, Inc, 2019.
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Börjesson, P, Barendregt, W, Eriksson, E, Torgersson, O & Bekker, T 2019, Teachers’ expected and perceived gains of participation in classroom based design activities. in CHI 2019 - Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems., 157, Association for Computing Machinery, Inc, New York, 37th ACM International Conference on Human Factors in Computing Systems (CHI2019), Glasgow, United Kingdom, 4/05/19. https://doi.org/10.1145/3290605.3300387

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 proceedingConference contributionAcademicpeer-review

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Börjesson P, Barendregt W, Eriksson E, Torgersson O, Bekker T. Teachers’ expected and perceived gains of participation in classroom based design activities. In CHI 2019 - Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems. New York: Association for Computing Machinery, Inc. 2019. 157 https://doi.org/10.1145/3290605.3300387