The Social and Cognitive Experiences of Child Technology Design Partners Mona Leigh Guha May 26, 2011 HCIL Symposium and Open House University 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 NameM/ F AgeGradeNewSchool AbbyF8-93 rd Public BarrettM9-104 th NewPublic CameronF7-82 nd NewPrivate DakotaF9-103 rd Private NikitaF8-93 rd NewPublic SebastianM th NewPrivate ShawnM th Private TabithaF8-94 th 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 “Don’t like not being paired with friends all the time” - Barrett

Examining the Framework: Social – Confidence Technology confidence Outgoing behavior Empowerment

Examining the Framework: Social - Enjoyment Humor Engagement Gifts “It’s fun to know that you’re designing things that will help other people.” -Barrett “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

Examining the Framework: Cognitive - Content Technology Disciplinary Subject Process as content

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

Examining the Framework: Social and Cognitive - Collaboration Elaboration Configurations With adults Differing ages Gender

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 partners Questions?

Extra Slide One Textual Communication Inquiry

Framework (Extra Two)

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Extra Four

Extra Five

Extra Six

Cognitive Communication Collaboration Relationships Enjoyment Confidence Social Skills Content

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

Related Literature: Technology Design Processes with Children 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 1Set 2Set 3 Interviews1 st 4 th 7 th Participant Observation 2 nd 5 th 8 th Artifact Analysis 3 rd 6 th 9 th 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