‘It Has to Be Useful for the Pupils, of Course’ – Teachers as Intermediaries in Design with Children

Iivari, Netta; Kinnula, Marianne

doi:10.1007/978-3-319-43597-8_2

Cited by 5 publications

(3 citation statements)

References 21 publications

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“…Our interdisciplinary research group has organized a number of digital technology development projects with children (see Iivari et al, ; Iivari & Kinnula, ; Iivari & Kinnula, ; Kinnula, Laari‐Salmela, & Iivari, ; Kuure et al, ; Kuure, Halkola, Iivari, Kinnula, & Molin‐Juustila, ; Molin‐Juustila, Kinnula, Iivari, Kuure, & Halkola, ). Five of the six presented studies have been conducted in the context of Finnish schools.…”

Section: Methodsmentioning

confidence: 99%

Exclusions in social inclusion projects: Struggles in involving children in digital technology development

Iivari

Kinnula

Molin-Juustila

et al. 2018

Information Systems Journal

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While social inclusion projects have centred on digital technology for a long time now, they have remained silent about educating and empowering children to act as technology makers and shapers, not merely passive users. We have organized, together with children, digital technology projects that we now critically examine from the perspective of inclusion/exclusion. The paper shows that in social inclusion projects, there is exclusion taking place in a multitude of forms, shaped by a variety of rules and powers. We use nexus analysis as a theoretical and methodological tool that guides us to study inclusion/exclusion as processes, within which both discourses and concrete actions are to be acknowledged as well as historical and interactional aspects-both at individual level and at the level of social structures. Our study shows that inclusion and exclusion may be intentionally accomplished by children themselves, those may result without any intentional effort because of circumstances and those may also be done for children by various kinds of adults.Although children's empowerment and agency are significant, also adults play a decisive role. Implications for social inclusion and digital technology education research and practice are discussed. Nexus analysis is suggested as a useful means for revealing and managing the complexity involved in social inclusion/exclusion.

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Section: Methodsmentioning

confidence: 99%

Exclusions in social inclusion projects: Struggles in involving children in digital technology development

Iivari

Kinnula

Molin-Juustila

et al. 2018

Information Systems Journal

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“…Kinnula 2016a, 2016b;Kinnula et al 2017a) and they have enabled us to really listen to children and to include their voices into technology/game design (e.g. Hartikainen et al 2016;Iivari and Kinnula 2016b;Iivari et al 2015;Iivari et al 2014;Kinnula et al 2017a;Kinnula et al 2017b;Kuure et al 2010;Molin-Juustila et al 2015). In addition, the projects have enabled us to study these issues in depth and to contribute to the academic discussion around them (all above plus more).…”

Section: Senior Researchersmentioning

confidence: 99%

‘Worksome but Rewarding’ –Stakeholder Perceptions on Value in Collaborative Design Work

Kinnula

Iivari

Isomursu

et al. 2018

Comput Supported Coop Work

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In this paper, we examine collaborative design projects in school contexts with many different stakeholders. We look at the value created for and by different stakeholders, focusing on value as a benefit, which is experiencedperceived and determinedby the beneficiaries themselves in the value co-creation process. As our focus is in Bvalue-in-use^, i.e., value which emerges through activities taking place in a specific space, time, and context, we define value through subjective experience of people involved. We apply in our study the concept of value co-creation, where value is understood emerging from collaborative activity between actors participating in the activity. We see that the value co-creation lens provides a useful means for the CSCW community to scrutinize and make sense of collaborative design projects. We categorized the perceived value for each stakeholder and discuss how these categories can help in gaining a deeper understanding of the value gained in collaborative design work as well as how value co-creation lens in more general can be used as a tool in collaborative design projects.

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“…The focus here is to ensure inclusion of a diversity of users and contexts of use [4] [24] [69] [75]. All this connects with the call for an inclusive approach to how we imagine, design, and use technology to ensure that all stakeholders, inducing children, are able to fully participate and be involved in shaping their futures (see e.g., [34] [36][56] [68]).…”

Section: Introductionmentioning

confidence: 99%

In Pursuit of Inclusive and Diverse Digital Futures: Exploring the Potential of Design Fiction in Education of Children

Sharma¹,

Hartikainen²,

Ventä-Olkkonen³

et al. 2021

IxD&A

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2020 marks the beginning of a new era as the pandemic catapulted us into new digital and virtual ways of everyday life. As the world changes, we reimagine empowering, equitable, accessible, diverse, and inclusive digital futures, through a series of projects and workshops with a diverse set of participants - children in schools and Child Computer Interaction researchers. We conducted one long-term project with two schools in Finland and two one-day workshops with an international set of participants. Through an analysis of participants’ experiences and outcomes in the project and workshops, we build a case for diversity and inclusionthrough design fiction in the context of children’s education. In addition, through an analysis of the process we as researchers took for developing the project and workshops, we showcase the support of diversity and inclusion in design fiction.

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‘It Has to Be Useful for the Pupils, of Course’ – Teachers as Intermediaries in Design with Children

Cited by 5 publications

References 21 publications

Exclusions in social inclusion projects: Struggles in involving children in digital technology development

Exclusions in social inclusion projects: Struggles in involving children in digital technology development

‘Worksome but Rewarding’ –Stakeholder Perceptions on Value in Collaborative Design Work

In Pursuit of Inclusive and Diverse Digital Futures: Exploring the Potential of Design Fiction in Education of Children

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