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

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DOI

  • Peter Börjesson, Göteborgs Universitet
  • ,
  • Wolmet Barendregt, Göteborgs Universitet
  • ,
  • Eva Eriksson
  • Olof Torgersson, Göteborgs Universitet
  • ,
  • Tilde Bekker, Technische Universiteit Eindhoven

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.

OriginalsprogEngelsk
TitelProceedings of the 2019 CHI Conference on Human Factors in Computing Systems
Antal sider9
ForlagAssociation for Computing Machinery
Udgivelsesår2 maj 2019
Artikelnummer157
DOI
StatusUdgivet - 2 maj 2019
Begivenhed2019 CHI Conference on Human Factors in Computing Systems, CHI 2019 - Glasgow, Storbritannien
Varighed: 4 maj 20199 maj 2019

Konference

Konference2019 CHI Conference on Human Factors in Computing Systems, CHI 2019
LandStorbritannien
ByGlasgow
Periode04/05/201909/05/2019
SponsorACM SIGCHI

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