Designing for appropriation: A DIY kit as an educator's tool in special education schools

Mäkelä, Susanne; Vellonen, Virpi

doi:10.1016/j.ijhcs.2018.05.004

Cited by 12 publications

(8 citation statements)

References 19 publications

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“…Appropriation is a prerequisite for the sustained and lasting use of IT systems as it feeds into the formulation of norms and routines (Dennis et al 2001 ) by supporting users In developing personal use scenarios (Mäkelä and Vellonen 2018 ; Wu et al 2017 ). As such, appropriation is core for the success of IT artefacts.…”

Section: Background Literaturementioning

confidence: 99%

Appropriating Information Technology Artefacts through Trial and Error: The Case of the Tablet

et al. 2020

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The concept of appropriation is of paramount importance for the lasting use of an Information Technology (IT) artefact following its initial adoption, and therefore its success. However, quite often, users' original expectations are negatively disconfirmed, and instead of appropriating the IT artefact, they discontinue its use. In this study we examine the use of IT artefacts following negative disconfirmation and use Grounded Theory Method techniques to analyse 136 blogposts, collected between March 2011-July 2017, to investigate how users appropriate or reject the tablet when technology falls short of users' expectations. Our findings show that users overcome negative disconfirmation through a trial and error process. In doing so, we identify that users appropriate the tablet when the attained benefits significantly outweigh the risks or sacrifices stemming out of its use. We discuss our contribution within the context of the appropriation literature, and highlight that the success of IT lies with the user's success in identifying personal use scenarios within and across diverse contexts of use.

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Section: Background Literaturementioning

confidence: 99%

Appropriating Information Technology Artefacts through Trial and Error: The Case of the Tablet

et al. 2020

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“…Seale’s interviews reveal that “maker as a tool” should be viewed as a means to an end rather than an end and as such the process of making should use and cherish creativity for SEN teachers. In a study with three special education schools while using Makey Makey as a Do-It-Yourself tool, Mäkelä and Vellonen (2018) report that adapting the tool for children’s needs gave special educators a more active role in technology adoption and thereby increasing accessibility, motivation and interaction possibilities. Such creations, we argue, could function as steps in a process of transforming a curriculum by including opportunities to play, test and improvise as core to the learning experience.…”

Section: Maker Movement As An Enabling Platformmentioning

confidence: 99%

Enabling design: a case of maker workshops as a method for including special educators in creating digital interactions for learners with profound disabilities

Keay‐Bright

Eslambolchilar

Taylor

2021

JET

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Purpose This purpose of this paper is to present findings from three workshops that aimed to enable learners with profound and multiple learning disabilities to have a richer, more meaningful experience of a digital curriculum and to bolster a more meaningful creative exchange than currently offered by off the shelf products. Design/methodology/approach Informed by the maker culture and participatory action research, this workshop method focussed on making prototypes and creating concepts that encourage a dialogic approach for envisioning future technologies. As a process of enabling design, this approach placed participants at the heart of iterative methods that support imaginative ideation and improvisation, rather than the production of marketable products. Findings A thematic analysis of post-workshop discussions revealed that participants felt inspired and supported to envision learner responses to stimuli as novel interactions, without prior knowledge of designing and coding. The collaborative approach provoked the articulation of narratives on learner ability and a reconsideration of “digital” with a contemporary curriculum for learners with profound disabilities. Practical implications Running a maker workshop requires a time and resource commitment from all parties. The emphasis is on easy-to-follow, direct teaching together with low cost electronics and non-digital materials, ensured that these demands were kept to a minimum. However, the gains of participation can only be maintained when support exists both in and out of the workshop environment through the provision of resources and communication channels. Originality/value The originality of the workshops lies in the focus on basic electronics, coding and prototyping as a means to think about digital futures. As a method of enabling technologies to tap into learner ability, this process fostered design dialogues through the social act of making, sharing and learning without the need for prerequisite skills.

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“…Su puesta en escena depende en gran medida de la actitud del profesorado y de sus propuestas y proyectos para emprender una acción formativa de carácter innovador de la mano de la robótica. Todo ello con el propósito de alcanzar únicas y fascinantes experiencias de aprendizaje que lleven al colectivo discente a tomar las riendas de la acción instructiva y genere por sí mismo el conocimiento, compartido por el resto de estudiantes y guiado por el docente (Jason & Jammie, 2019;Mäkelä & Vellonen, 2018).…”

Section: Consideraciones Sobre La Robótica Educativa Y El Makey Makeyunclassified

Escenarios innovadores en Educación Física: El trabajo de la expresión corporal y musical mediado por la robótica (Innovative scenarios in Physical Education: body and musical expression work mediated by robotics)

Belmonte

Sánchez

Cabrera

et al. 2020

Retos

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La incipiente revolución tecnológica, instaurada en nuestro actual sistema educativo, está originando una optimización en el proceso de enseñanza-aprendizaje por parte de los discentes, siendo la robótica una de las áreas innovadoras que se han incorporado a la docencia. Este estudio pretende conocer la influencia de la robótica sobre diversos indicadores académicos en contenidos relacionados con la expresión corporal y musical en la etapa de Educación Secundaria Obligatoria. Para ello, se ha seguido un diseño descriptivo y correlacional a través de un método cuantitativo, en una muestra de 210 alumnos, correspondiente a los distintos cursos que engloba esta etapa educativa, a los que se le aplicó un cuestionario ad hoc tras la realización de una experiencia innovadora con coreografías musicales robotizadas. Los resultados revelan que la utilización de recursos robóticos ha originado altos índices en cuanto a motivación, atención, participación, colaboración, clima de aula y competencia digital, encontrando diferencias estadísticamente significativas en función del sexo y curso del alumnado. Abstract: The incipient technological revolution, established in our current educational system, is triggering an optimization in the teaching-learning process by the students, robotics being one of the innovative areas having been incorporated into teaching. This study aims to know the influence of robotics in the learning of corporal and musical expression in the stage of Compulsory Secondary Education. To do that, a descriptive and correlational design was implemented on the basis of the quantitative methodology. The sample consisted of 210 students from different courses included at this educational stage, who filled in an ad-hoc questionnaire after the completion of an innovative experience with robotic musical choreography. The results reveal that the use of robotic resources originated high rates in terms of motivation, attention, participation, collaboration, classroom climate, and digital competence, with statistically significant differences by students’ gender and course.

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Designing for appropriation: A DIY kit as an educator's tool in special education schools

Cited by 12 publications

References 19 publications

Appropriating Information Technology Artefacts through Trial and Error: The Case of the Tablet

Appropriating Information Technology Artefacts through Trial and Error: The Case of the Tablet

Enabling design: a case of maker workshops as a method for including special educators in creating digital interactions for learners with profound disabilities

Escenarios innovadores en Educación Física: El trabajo de la expresión corporal y musical mediado por la robótica (Innovative scenarios in Physical Education: body and musical expression work mediated by robotics)

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