Technology has become ubiquitous not only in the lives of adults, but also in the lives of children. For every technology, there is a process by which it is designed. In many cases, children are involved in these design processes. This study examined the social and cognitive experiences of children who were integrally involved in a technology design process in partnership with adults. This research study employed a Vygotskian lens with a case study research method, to understand the cognitive and social experiences of child technology design partners over a one-year period of design and partnership. Artifact analysis, participant observation, and interviews were used to collect and analyze data. Results from this study demonstrated that children involved in technology design process in partnership with adults experienced social and cognitive experiences which fall into the areas of relationships, enjoyment, confidence, communication, collaboration, skills, and content.
|Commitee:||Jones Harden, Brenda, Neubert, Debra, Stieff, Mike, Weeks, Ann|
|School:||University of Maryland, College Park|
|School Location:||United States -- Maryland|
|Source:||DAI-A 72/04, Dissertation Abstracts International|
|Subjects:||Information Technology, Educational technology, Computer science|
|Keywords:||Children, Cognitive, Design, Qualitative, Social, Social experiences, Technology, Technology design|
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