The Social and Cognitive Experiences of Child

Technology Design Partners

Mona Leigh GuhaMay 26, 2011

HCIL Symposium and Open HouseUniversity of Maryland

Cooperative Inquiry (“Kidsteam”)(Druin 1999; 2002)

Video from Edutopia Method of design partnering with children to

create technology for children High ratio of adults to children Collaborative work; multiple techniques

The Study

What are children’s cognitive and

social experiences during Cooperative

Inquiry?

Method

Case Study/Participant Observation Observational Notes Photos Videos

Artifact Analysis Photos of artifacts

Interviews Eight children Seven parent(s)

Analysis Method Qualitative Emergent coding using Nvivo Member checks

* Participants Name M/

FAge Grade New School

Abby F 8-9 3rd Public

Barrett M 9-10 4th New Public

Cameron F 7-8 2nd New Private

Dakota F 9-10 3rd Private

Nikita F 8-9 3rd New Public

Sebastian M 10-11 5th New Private

Shawn M 10-11 5th Private

Tabitha F 8-9 4th Private

* Names of participants have been changed to ensure confidentiality

Framework

Communication

Collaboration

Skills

Content

Relationships

Enjoyment

Confidence

Social Cognitive

Examining the Framework:Social - Relationships

With adults

With peers

“…the strength of it is about having the kids be able to create and think and share their ideas with academia….people who are you know, experts in their fields – if it’s computers; if it’s psychology; if it’s education if it’s park and plant – whatever their expertise is…” – Carole (Tabitha’s mother)

“I like being able to work with my friends” – Shawn

Social

Cognitive Cognitive

Social &

Cognitive

“Don’t like not being paired with friends all the time” - Barrett

Examining the Framework: Social – Confidence

Technology confidence Outgoing behavior Empowerment

Social

Cognitive Cognitive

Social &

Cognitive

Examining the Framework: Social - Enjoyment

Humor Engagement Gifts

“It’s fun to know that you’re designing things that will help other people.”

-Barrett

Social

Cognitive Cognitive

Social &

Cognitive

“Sometimes it can make me feel frustrated...maybe you will have an idea and your partner doesn’t agree.” - Shawn

Examining the Framework: Cognitive - Skills

Reading Problem solving

Inquiring Brainstorming Creativity Critiquing Being challenged Being focused

Application

Social

Cognitive Cognitive

Social &

Cognitive

Examining the Framework: Cognitive - Content

Technology Disciplinary

Subject Process as

content

Social

Cognitive Cognitive

Social &

Cognitive

Examining the Framework: Social and Cognitive - Communication Visual Textual Verbal

Social

Cognitive Cognitive

Social &

Cognitive

Examining the Framework: Social and Cognitive - Collaboration

Elaboration Configurations With adults Differing ages Gender

Social

Cognitive Cognitive

Social &

Cognitive

So What?

Educators Curriculum: magnet, charter, and public schools Extra curricular Special education

Designers Choosing design partnering

Researchers Formal study on experiences of design partners Provides basis for future studies

Thank You!

Adult and child design partnersQuestions?

Extra Slide One

Textual Communication Inquiry

Framework (Extra Two)

Extra three

Extra Four

Extra Five

Extra Six

Extra Six

Cognitive

CommunicationCollaboration

RelationshipsEnjoymentConfidence

Social

SkillsContent

Extra Seven

Research Questions

What are children’s experiences in the context of an intergenerational Cooperative Inquiry technology design process? What are children’s cognitive experiences in

the context of an intergenerational Cooperative Inquiry technology design process?

What are children’s social experiences in the context of an intergenerational Cooperative Inquiry technology design process?

Related Literature: Technology Design Processes with Children Many researchers study technology design processes

which include children Many researchers conjecture on effects of design process

participation on children No targeted study has been undertaken to determine

these effects

Distribution of types of articles

0

5

10

15

20

25

30

35

Technologyonly

Mostlytechnology

Both tech andprocess

Mostlyprocess

Process only

Nu

mb

er

of

art

icle

s

Related Literature: Technology Design Processes with Children

Distribution of types of articles

0

5

10

15

20

25

30

35

Technologyonly

Mostlytechnology

Both tech andprocess

Mostlyprocess

Process only

Nu

mb

er

of

art

icle

s

Although many researchers have studied technology design processes with children, no targeted study has been undertaken to determine the experiences of the

children who participate in the design processes

Role of the Researcher

Former classroom teacher with a background in child development and special education

PLUS

Participant in and researcher of Cooperative Inquiry technology design process

EQUALS

Desire to understand the experiences of children involved in technology design

processes

About the Research

Video of a technology design team session (produced by Edutopia, a project of the George Lucas Educational Foundation collecting stories about what works in education)

What are children’s experiences in the context of an intergenerational Cooperative Inquiry technology design process? Cognitive Social

Vygotskian Lens of Analysis

Vygotsky’s theory employed to analyze the social and cognitive domains Cognition as a collaborative process Studying process in context Cultural tool use Zone of proximal development Speech, signs, and concepts

(John-Steiner and Souberman, 1978; Kozulin 1986; Rogoff 1998, Vygotsky, 1978 & 1986)

Data Analysis

Type of data

Set 1 Set 2 Set 3

Interviews 1st 4th 7th

Participant Observation

2nd 5th 8th

Artifact Analysis

3rd 6th 9th

NVivo Coding

Continual Inductive Emergent Iterative

Units of analysis Individual Dyad Small group (3 -6

members) Large group (whole

team) Member checks

(LeCompte and Preissle, 1993; Marshall and Rossman, 1999; Stake, 1995)

Limitations – Nature of Approach

Generalizability Descriptive

Participant self-selection Participant retention

Participant observation Researcher lens

Future Work

Same research questions in different context, such as other methods of technology design with children

Units of analysis and their makeup Specific constructs Demographics: gender, ethnicity, etc. Past design partners Adults involved in technology design

processes