"Draw us how smartphones, video gaming consoles, and robotic vacuum cleaners look like from the inside"

Pancratz, Nils; Diethelm, Ira

doi:10.1145/3421590.3421600

Cited by 8 publications

(6 citation statements)

References 24 publications

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“…Initially, the open coding process was inductive to examine what themes were prevalent within the data, particularly because the age group within this research overlapped the ages represented in prior students and, therefore, did not align exactly to previous research. The overarching theme of visibility of Threats to Techquity emerged from this analysis, aligning with prior research findings (Mertala, 2019;Pancratz and Diethelm, 2020;Jayathirtha and Kafai, 2021). Therefore, I developed two descriptive codes related to how the youth designers conceptualized Techquity: visible and invisible.…”

Section: Discussionsupporting

confidence: 80%

“…The importance of making explicit the invisible Threats to Techquity builds on prior research showing that, in their initial conceptualizations of how computers worked, youth did not identify more invisible parts of computers or computing technology (Mertala, 2019; Pancratz and Diethelm, 2020; Jayathirtha and Kafai, 2021). Instead, youth often based their conceptualizations of computing technology on what they could see, on that with which they could interact and on that with which they previously experienced a problem (Mertala, 2019; Pancratz and Diethelm, 2020). Similarly, youth’s initial conceptualizations of Threats to Techquity consisted of those things they had previously noticed or with which they had experienced issues.…”

Section: Discussionmentioning

confidence: 99%

“…Studies on youths’ initial conceptualizations of computers and their functionality have demonstrated that youth tend to focus on what they can see, interact with or experience difficulty with and need to troubleshoot, the more visible part of computers and computing technologies, rather than focusing on the more invisible aspects (Mertala, 2019; Pancratz and Diethelm, 2020; Jayathirtha and Kafai, 2021). Further, research has found that youth conceptualizations of computing devices deviate from the reality of how those devices work (Brinda and Braun, 2017).…”

Section: Prior Workmentioning

confidence: 99%

“…Likely because of their close and frequent contacts with computing technology, youth have developed conceptualizations of the structures of computing devices and how they function (Pancratz and Diethelm, 2020). Because computers first became broadly available, researchers have sought to understand youth (children and teenagers) conceptualizations of how computing devices function (Rücker and Pinkwart, 2016; Kodama et al , 2017) and how devices are physically structured (Rücker and Pinkwart, 2016; Brinda and Braun, 2017; Mertala, 2019; Pancratz and Diethelm, 2020; Jayathirtha and Kafai, 2021) in addition to youths’ values and opinions surrounding computing devices (Zhang-Kennedy et al , 2016; Kumar et al , 2017; Yip et al , 2019). Understanding these conceptualizations is important, as they inform pedagogical and educational efforts to tailor student learning to students’ current understandings and to build upon students’ existing knowledge (Rücker and Pinkwart, 2016; Kodama et al , 2017; Mertala, 2019; Pancratz and Diethelm, 2020; Jayathirtha and Kafai, 2021).…”

Section: Prior Workmentioning

confidence: 99%

“…Prior research has shown that in their initial conceptualizations of computers and how they work, youth tend to base their conceptualizations on what they can see and interact with, identifying the visible parts of computers and computing technologies without identifying the more invisible parts (Mertala, 2019; Pancratz and Diethelm, 2020; Jayathirtha and Kafai, 2021). Yet, this prior research focuses on the physical aspects of computers and technology.…”

Section: Introductionmentioning

confidence: 99%

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“That’s what techquity is”: youth perceptions of technological and algorithmic bias

Coenraad

2022

ILS

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Purpose Computing technology is becoming ubiquitous within modern society and youth use technology regularly for school, entertainment and socializing. Yet, despite societal belief that computing technology is neutral, the technologies of today’s society are rife with biases that harm and oppress populations that experience marginalization. While previous research has explored children’s values and perceptions of computing technology, few studies have focused on youth conceptualizations of this technological bias and their understandings of how computing technology discriminates against them and their communities. This paper aims to examine youth conceptualizations of inequities in computing technology. Design/methodology/approach This study analyzes a series of codesign sessions and artifacts partnering with eight black youth to learn about their conceptualizations of technology bias. Findings Without introduction, the youth demonstrated an awareness of visible negative impacts of technology and provided examples of this bias within their lives, but they did not have a formal vocabulary to discuss said bias or knowledge of biased technologies less visible to the naked eye. Once presented with common technological biases, the youth expanded their conceptualizations to include both visible and invisible biases. Originality/value This paper builds on the current body of literature around how youth view computing technology and provides a foundation to ground future pedagogical work around technological bias for youth.

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Section: Discussionsupporting

confidence: 80%

Section: Discussionmentioning

confidence: 99%

Section: Prior Workmentioning

confidence: 99%

Section: Prior Workmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

“That’s what techquity is”: youth perceptions of technological and algorithmic bias

Coenraad

2022

ILS

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‘The internet is in the satellites!’: A systematic review of 3–15-year-olds’ conceptions about the internet

et al. 2023

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Children aged 3–15 frequently use internet-enabled technologies for leisure and educational purposes, yet they have limited knowledge about how the internet works. Literature also indicates that children possess varied and often contradictory internet-related ideas, which have not yet been systematized. This systematic review, drawing from 27 mixed-methods and qualitative studies (N = 2,214) from the last two decades (2002 – 2022), organizes these ideas through a thematic analysis with a specific focus on the age when individual child conceptions start to appear at the earliest. The findings are interpreted through the lenses of a Vygotskian framework. The results highlight 60 conceptions concerning general perceptions of the internet, internet infrastructure, and dataflow. Children appear to understand the internet primarily through their personal experiences. Perception of the internet as online activities is dominant in younger children, but also present among older ones. Children in all age groups are confused about what Wi-Fi really is; some equate it to the internet, others to the ‘Wi-Fi box’ (Wi-Fi router). The most knowledgeable older children view the internet as a global network with a complex internal, but only vaguely understood, structure. Typical reasoning among older children about the internet’s structure includes satellites, central computers or central towers. Only expert children know about distributed, server-like storage. These results imply that children at the K-8 level need to be familiarized gradually with how the internet works, but teaching them this topic may prove to be challenging. This review also highlights the limitations of existing literature and presents suggestions for future research and designing technology-based curricula.

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Middle-school students’ mental models of online file-sharing and associated risks.

Powers¹,

Brodsky²,

Nie³

et al. 2023

Translational Issues in Psychological Science

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Middle-school students are active producers of online content via their social media posts and file-sharing. This study explored their mental models of the process of online filesharing, in particular, in contexts involving photographs and homework, and associated risks. Students (N = 78; M age = 13 years; 4 months, SD = 1 year; 0 months) described how pictures they drew showed the travel of a photograph via the Internet when shared online and what might happen to a homework assignment when someone sent it to a friend. Vignettes were used to elicit students' consideration of potential risks associated with online photo and homework-sharing via social media. Qualitative coding of drawings and oral explanations suggested that students' conceptualizations of the process of online file-sharing tended to be context-specific, as were the risks associated with filesharing in each vignette. Furthermore, students' mental models were largely unrelated to their reports of associated risks. The results suggest that knowledge about the Internet may reflect a greater understanding of its social affordances than its structure as a complex construct. What Is the Significance of This Article for the General Public?This study may be the first to examine adolescents' mental models of how information they share with others travels via the Internet. Specifically, the authors sought to elucidate adolescents' mental models of the process of online photo-and homeworksharing and associated risks. Eliciting students' understanding of how files are relayed via the Internet may inform the design of effective media literacy instruction that helps students be more mindful of online risks and how to create a good online reputation and digital presence.

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"Draw us how smartphones, video gaming consoles, and robotic vacuum cleaners look like from the inside"

Cited by 8 publications

References 24 publications

“That’s what techquity is”: youth perceptions of technological and algorithmic bias

“That’s what techquity is”: youth perceptions of technological and algorithmic bias

‘The internet is in the satellites!’: A systematic review of 3–15-year-olds’ conceptions about the internet

Middle-school students’ mental models of online file-sharing and associated risks.

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