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The participation of children in the design of new technology

Ben Williamson
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The participation of children in the research, design, and development of educational new technology has gained popularity in recent years, with approaches ranging from usability testing at the end of a production cycle to long-term inter-generational partnership. Despite this, most commercial organisations developing new technology for children do not involve their target group in the design phase at all.
Von Klappentext im Text The participation of children in the design of new technology (2003)
DThe participation of children in the research, design, and development of educational new technology has gained popularity in recent years, with methodological approaches ranging from usability testing at the end of a production cycle to long-term inter-generational partnership. Despite this, most commercial organisations developing new technology for children do not involve their target group in the design phase at all. In the USA only 5% do so. Most participative design approaches are currently university-led.
Existing participative approaches draw on several rationales. Many researchers argue that children learn best when engaged in authentic activities that matter to them in their everyday lives rather than abstract conceptual tasks. Authentic learning can only occur if we work with children on what is authentic to them. Additionally, a great deal of participative design is based on constructivist models of learning, in which schools are viewed less as environments for assimilating data, and more as environments of active inquiry, investigation and constructing new understandings.
Other researchers are more interested in the forms of democratic participation promoted by the involvement of children in design. The democratic ideal, they suggest, is one in which children's voices are heard and have an impact on their education. It has been argued that much new technology designed without the participation of users is constrictive, only offering opportunities for reactive interactivity rather than the elasticity to stretch students' potential for innovation and creativity.
The most democratic forms of participative design involve children in long-term design partnerships, but such approaches remain to date largely university-based and difficult to implement both commercially and in schools. An iterative 'informant design' methodology, which brings children and teachers together with researchers and designers in a staged process, is described, with recommendations for practitioners in education and the commercial sector in developing approaches to including children in new technology design.
Von Ben Williamson im Text The participation of children in the design of new technology (2003)

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Beats BibliothekarLeider ist die ursprünglich im Biblionetz erfasste URL eines Volltextes seit mehr als sechs Monaten nicht mehr gültig (Fehlermeldung 404) und wurde deshalb gelöscht. Es ist mir nicht bekannt, ob das Dokument unter einer anderen Adresse noch frei auf dem Internet verfügbar ist.
Von Beats Bibliothekar, erfasst im Biblionetz am 29.07.2006

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Personen
KB IB clear
J. P. Gee, Jean Lave, Seymour Papert, Jean Piaget, Marc Prensky, Etienne Wenger

Begriffe
KB IB clear
Computerspielecomputer game, Kinderchildren, Lernenlearning
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Bücher
Jahr UmschlagTitelAbrufeIBOBKBLB
1945  Nachahmung, Spiel und Traum (Jean Piaget) 9, 2, 1, 2, 1, 2, 2, 2, 1, 1, 2, 415443380
1982    Mindstorms (Seymour Papert) 10, 4, 6, 12, 11, 14, 16, 6, 24, 6, 17, 3420045344582
1991Situated Learning (Jean Lave, Etienne Wenger) 2, 5, 3, 3, 2, 6, 4, 1, 6, 2, 4, 613126913
2001Digital Game-Based Learning (Marc Prensky) 5, 3, 3, 4, 9, 2, 1, 5, 5, 7, 3, 6283962533
2003  What Video Games Have to Teach Us About Learning and Literacy (J. P. Gee) 4, 2, 1, 5, 1, 3, 4, 3, 1, 5, 2, 432124623

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