Creating a Virtuous Circle of Student Engagement with the Tech Corner

Schuck, Brian R.; Wainscott, Susan; Church-Duran, Jennifer; Bosque, Darcy Del

doi:10.1080/01930826.2017.1326264

Cited by 7 publications

(4 citation statements)

References 17 publications

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“…Instead, the current digital equity gap is characterized by what sort of technology students have access to, where they access it, and what kind of infrastructure is in place to enable its use. Before COVID-19, for example, libraries provided a mechanism for students to access technology they would otherwise be unable to use (Schuck et al, 2017). Such resources are necessary, as recent survey of 1,043 families in Watts, South Los Angeles and Boyle Heights, CA has shown that close to 50% of students rely on school-issued equipment to do their homework, 20% do not have a device at all, and 16% do not have any access to the internet (Partnership for LA Schools, 2020).…”

Section: Understanding the Digital Equity Gap K-12 Digital Equity Gapmentioning

confidence: 99%

Guidelines and tools for promoting digital equity

Aguilar

2020

ILS

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Purpose This paper aims to provide a targeted overview of relevant digital equity gap literature that serves to contextualize the current crisis brought on by the COVID-19 pandemic. Following this review of the literature, the author introduces five guidelines that educators can use to guide their decisions about how to adapt to remote learning. It concludes with an overview and full text of two tools educators and researchers can use to better understand the challenges faced by students: the Digital Equity Gap Interview Protocol and the Digital Equity Gap Survey Instrument. Design/methodology/approach This conceptual paper is grounded on the theoretical framework of Martha Nussbaum's “Capability Approach,” which outlines core human capabilities that (if fostered) enable individuals to generate valuable outcomes for themselves. Findings It is suggested that it is important to attend to human capabilities when addressing digital equity gaps exacerbated by the pandemic. The author provides two tools that are intended to help individuals gather important information about the communities they serve and/or study. Research limitations/implications Both tools provide descriptive information that will contextualize digital equity gaps, should they be present. Practical implications This paper provides concrete tools for educators who wish to understand digital equity gaps within the communities they serve. Social implications In time of unprecedented distance learning, it is important for both K-12 educators and higher education instructors to understand the technological capabilities of their students. The Digital Equity Gap Interview Protocol and the Digital Equity Gap Survey Instrument give them a place to start. Originality/value This paper fulfills an identified need to study and address digital equity gaps.

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Section: Understanding the Digital Equity Gap K-12 Digital Equity Gapmentioning

confidence: 99%

Guidelines and tools for promoting digital equity

Aguilar

2020

ILS

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“…Another study endorsed the idea of constructing creative spaces in learning environments such as libraries, as they support the philosophy of collaboration, discovery, and integration of library services [75]. Creating makerspaces in libraries to support students' creative abilities was also endorsed by Schuck et al [70]. Makerspaces in libraries are also considered to be innovative for business education and entrepreneurship and are often combined with other features encouraging creativity [77].…”

Section: Learning Environmentsmentioning

confidence: 99%

A Systematic Review on FabLab Environments and Creativity: Implications for Design

2022

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Fabrication laboratories (FabLabs) and makerspaces are used to transform ideas into tangible products. Used in a design–learning context, they can enhance cognitive and creative skills. Creativity is the pivotal ability to produce innovative outcomes in makerspaces, and several studies have attempted to understand the role of makerspaces and creativity in specific fields. However, a comprehensive study offering a holistic view of the contributions of the makerspaces as built environments that foster creativity is lacking. Therefore, we conducted a systematic literature review on FabLabs, makerspaces, and creativity to address this research gap. While the review was performed using five major databases, only peer reviewed journal articles were considered. The findings revealed that makerspaces help to develop person, product, physical, and social environments, as well as process aspects of creativity. Moreover, makerspaces induce problem solving, collaborative, and communication skills; they also offer appealing environments and technologies for developing creative solutions to real-life problems. We identified and analysed five major themes dealing with technical skills, technological and environmental elements, STEM learning, and skill development, and elaborated upon their importance for enhancing creativity in FabLab and makerspace environments.

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“…A full description of the OBS is available on the One Button Studio website (https://onebutton.psu.edu). The OBS was identified by Schuck, Wainscott, Church-Duran, and Del Bosque (2017) as a solution to fulfill recommendations from a faculty technology advisory committee, which had identified a lack of faculty video production support on their campus. The OBS was also employed by Girven (2016) to support faculty and students in a university library.…”

Section: Challenges To Implementationmentioning

confidence: 99%

Rethinking the One Button Studio: An Alternative Solution

McCorkle

Strycker

2021

IJDL

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This design case focuses on the development of an alternative to Penn State’s One Button Studio, but with a do-it-yourself mentality and a substantially smaller budget. The development of our one button video kiosk began as a class project but is part of a larger design-based research project. Video production is not something that all faculty, staff, or students are comfortable with. Our one button video kiosk is intended to minimize barriers and concerns with such productions by helping users produce video content as quickly and easily as possible. The case focuses on the design, development, and initial testing of the kiosk. By freely sharing these details, it is the hope of the authors that readers will join the conversation by sharing their revisions or new designs for such kiosks or alternative solutions.

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Creating a Virtuous Circle of Student Engagement with the Tech Corner

Cited by 7 publications

References 17 publications

Guidelines and tools for promoting digital equity

Guidelines and tools for promoting digital equity

A Systematic Review on FabLab Environments and Creativity: Implications for Design

Rethinking the One Button Studio: An Alternative Solution

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