Cooperative inquiry: developing new technologies for children with children

Cooperative inquiry: developing new technologies for children with children Papers CHI 15-20 MAY Developing Cooperative New Technologies Inquiry: for Children with Children Allison Druin Human-Computer Interaction Lab University of Maryland College Park, MD 20742 +13014057406 allisond@umiacs.umd.edu ABSTRACT In today ™s homes and schools, children are emerging as frequent and experienced users of technology [3, 141. As this trend continues, it becomes increasingly important to ask if we are fulfilling the technology needs of our children. To answer this question, I have developed a research approach that enables young children to have a voice throughout the technology development process. In this paper, the techniques of cooperative inquiry will be described along with a theoretical framework that situates this work in the HCI literature. Two examples of technology resulting from this approach will be presented, along with a brief discussion on the design-centered learning of team researchers using cooperative inquiry. Keywords commonly involved than adults [9, lo]. Whe.n children ™s input is sought out, it is typically done so over short periods of time (e.g., a day, a few weeks, perhaps a few months). Children are most frequently asked to be techncology testers in workshops or school settings [e.g., 20, 261. However, researchers have begun to see the limitations http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Cooperative inquiry: developing new technologies for children with children

Association for Computing Machinery — May 1, 1999

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Datasource
Association for Computing Machinery
Copyright
Copyright © 1999 by ACM Inc.
ISBN
0-201-48559-1
D.O.I.
10.1145/302979.303166
Publisher site
See Article on Publisher Site

Abstract

Papers CHI 15-20 MAY Developing Cooperative New Technologies Inquiry: for Children with Children Allison Druin Human-Computer Interaction Lab University of Maryland College Park, MD 20742 +13014057406 allisond@umiacs.umd.edu ABSTRACT In today ™s homes and schools, children are emerging as frequent and experienced users of technology [3, 141. As this trend continues, it becomes increasingly important to ask if we are fulfilling the technology needs of our children. To answer this question, I have developed a research approach that enables young children to have a voice throughout the technology development process. In this paper, the techniques of cooperative inquiry will be described along with a theoretical framework that situates this work in the HCI literature. Two examples of technology resulting from this approach will be presented, along with a brief discussion on the design-centered learning of team researchers using cooperative inquiry. Keywords commonly involved than adults [9, lo]. Whe.n children ™s input is sought out, it is typically done so over short periods of time (e.g., a day, a few weeks, perhaps a few months). Children are most frequently asked to be techncology testers in workshops or school settings [e.g., 20, 261. However, researchers have begun to see the limitations

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