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Hernández‐Leo, Davinia; Ginoyan, Karina
doi: 10.1111/bjet.13592pmid: N/A
This paper explores the application of a benefits versus costs reflection approach within non‐university teaching environments, grounded in the principles of Value‐Sensitive Design. Aimed at integrating human values systematically into the adoption of digital educational tools, this study involved 136 in‐service school teachers across various workshops in Catalonia. Through the use of a structured customisable worksheet, educators critically self‐evaluated their feelings about both the benefits and costs associated with the use of digital technologies in their teaching practices. The study found that the approach was meaningful to the teachers, who were able to adapt the use of the workshop to their cases. The positive reception by teachers suggests not only a satisfactory level of usability and utility of the approach but also their agreement with the need to integrate related strategies in their training, learning design and community debate processes.
doi: 10.1111/bjet.13598pmid: N/A
Community‐partnered educational research projects exist in a complex network of stakeholders, values, time constraints and funding limitations. Many researchers are beholden to mandates around their funding, as well as the tenure clock and the ‘publish or perish’ mindset. However, building rapport and trust with communities takes time and resource investment that is not always prioritized in academia, and the ending process of a project is rarely explored. In this study, the educational technology project ecosystem and power dynamics in which researchers and participants exist is examined, drawing on the stakeholder analysis and value tensions of Value Sensitive Design to focus on the endings of such projects. Using a cross‐case analysis of two long‐term educational technology projects, the case study data corpus was qualitatively analysed to identify key themes involved in the ending process, based around retrospective interviews with participants from multiple stakeholder groups. This work identifies types of and strategies for ending, including individual endings and transitions, and develops recommendations for equitable ending processes in the context of educational technology projects. The study explores the dimensions and considerations in ending a project that involves a long‐term partnership with a community, developing ways to understand, navigate and plan for the closing process and facilitating less extractive and more mutually beneficial community research partnerships.
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