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ERIC Number: EJ1016336
Record Type: Journal
Publication Date: 2013
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1436-4522
EISSN: N/A
Affectibility in Educational Technologies: A Socio-Technical Perspective for Design
Hayashi, Elaine C. S.; Baranauskas, M. Cecilia C.
Educational Technology & Society, v16 n1 p57-68 2013
Digital artifacts have the potential for augmenting the interest of students and the quality of learning environments. However, it is still common to find technology being inserted in learning settings without a closer connection to the learners' contemporary world. In this paper we report on results of a qualitative research conducted to address questions such as: How could a new technology be introduced in schools in a way that it makes sense to the users? Could it contribute to more integrated learning scenarios? The study took place at an elementary public school in the city of Campinas, in Sao Paulo, Brazil, and involved more than 500 people. Data were collected from participatory Workshops, informal interviews and pictographic questionnaire. The results suggest that it is possible to combine school's formal and informal practices into meaningful learning by using the XO educational laptop. The activities helped teachers and students realize that the use of technology can be recreated, influenced by their own feelings, values and culture. A discussion is conducted towards new perspectives on understanding learning practices mediated by technology and the role of the concept of "Affectibility" in the design of educational systems.
International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Publication Type: Reports - Research; Journal Articles
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Brazil
Grant or Contract Numbers: N/A