Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/585
Title: Infrastructuring for Participatory Design of School Technology Practices: How Students Refined Design Practices
Authors: Lee, Ung-Sang
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Lee, U. (2018). Infrastructuring for Participatory Design of School Technology Practices: How Students Refined Design Practices. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.
Abstract: This paper analyzes the ways in which student partners in a school-based participatory design project (Le Dantec & DiSalvo, 2013) constructed and refined the design practices. Two researchers collaborated with a group of high school students with a shared goal of designing school technology practices that were meaningful to the students. Informed by theories of infrastructuring in participatory design (Le Dantec & DiSalvo, 2013), the collaboration explicitly sought to re-mediate the social relations in the design of school technology practices. Four themes emerged in relation to the ways students sought to construct and refine the design space: Relevance to Student Interests; Opportunities for Responsibility and Growth; Expansion and Refinement of Activity; and Ensuring Use. Implications of the findings are discussed.
URI: https://doi.dx.org/10.22318/cscl2018.1161
https://repository.isls.org//handle/1/585
Appears in Collections:ICLS 2018

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