Nowhere to Now-here: Empowering Children to Reimagine Bully Prevention at Schools Using Critical Design Fiction

Ventä-Olkkonen, Leena; Iivari, Netta; Sharma, Sumita; Molin-Juustila, Tonja; Kuutti, Kari; Juustila-Cevirel, Nina; Kinnunen, Essi; Holappa, Jenni

doi:10.1145/3461778.3462044

Cited by 17 publications

(4 citation statements)

References 60 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Our process included (1) Sensitizing with technology; (2) Sensitizing with bullying; (3) Ideating anti-bullying society and apps; (4) Paper prototyping; (5) Tynker prototyping; (6) Creating activism campaigns; (7) Evaluation of designs and final edits to paper prototypes; and (8) Final reflection. We consider the sensitizing phases as significant for the children's learning about bullying and empathy see also (Ventä-Olkkonen et al, 2021, 2022. The phases of ideating, prototyping, and evaluating mobile apps are important for learning about digital technology design, as we discovered through empirical analysis.…”

Section: Discussionmentioning

confidence: 99%

“…In practice, during early iterations of the project, we concentrated on openly envisioning and designing technological solutions for preventing bullying in the future, utilizing methods such as design fiction, theater of the oppressed, and critical analysis and reflection. For more information concerning previous iterations of this project, see, e.g., Ventä-Olkkonen et al (2021, 2022 and Sharma et al (2022a,b). During later iterations of the project, like the one described in this article, we shifted the focus more specifically to social responsibility, activism, and the development of anti-bullying mobile apps.…”

Section: Research Design Materials and Methodsmentioning

confidence: 99%

See 1 more Smart Citation

We learned we can do something to reduce bullying: Children designing anti-bullying mobile apps to empower their peers

et al. 2023

Self Cite

View full text Add to dashboard Cite

Mobile applications have thoroughly pervaded the lives of today's children, who live and learn through and with them. However, limited research has been conducted on children designing such apps and not only using those designed by adults. Inviting children to design such apps is the focus of our study. Moreover, in contemporary society, it is emphasized that children should be empowered to take civic action and engage in making the world a better place. In the literature, however, less emphasis has been placed on how children can be invited to do so through the means of digital technology, particularly mobile application design. In this study, 13–15-year-old children are invited to take civic action to address the serious societal problem of bullying through the design of mobile apps. We discussed the design process and analyzed the applications the children designed from the viewpoint of how they aim to tackle bullying. We examined how their app designs aim at empowering other children in the context of bullying, and thus considered what kinds of opportunities emerge for children to learn skills related to the prevention or management of bullying in the apps they have designed. We showed that the children's app designs informed us of the seriousness of bullying in children's lives and that they advocate for the empowerment of other children in different ways. Hence, we have increased our understanding of how smart, interactive technologies designed by children address the learning and empowerment of other children, i.e., application users. We also studied the children's learning from both their and their teachers' perspectives. This study showcases an alternative way educators can integrate digital technologies and apps in school settings to educate children on important societal matters and digital technology.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Research Design Materials and Methodsmentioning

confidence: 99%

We learned we can do something to reduce bullying: Children designing anti-bullying mobile apps to empower their peers

et al. 2023

Self Cite

View full text Add to dashboard Cite

show abstract

“…Other researchers have gone down a similar path by making use of different types of fictions such as speculative fiction (Selwyn et al 2020;Mann et al 2022;Hrastinski and Jandrić 2023), education fiction (Houlden and Veletsianos 2023;Hrastinski 2023), and critical design fiction (Sharma et al 2021;Ventä-Olkkonen et al 2021;Iivari et al 2022).…”

Section: The Future Classroommentioning

confidence: 99%

The Future Postdigital Classroom

Forsler,

Bardone,

Forsman

2024

Postdigit Sci Educ

View full text Add to dashboard Cite

“…The problem in the teaching and learning process is related to a worrisome situation that prevents the teacher from going to further activities in the classroom so that she/he can stop and contemplate the difficulty encountered (Ventä-Olkkonen et al, 2021). It is the teachers' task to transform a situation in which there is an experience of obscurity, doubt, conflict, or disturbance, of some sort into a situation that is clear, coherent, settled, and harmonious.…”

Section: Problemmentioning

confidence: 99%

Exploring Reflective Teaching Practice of Indonesian EFL Teachers: A Case Study of Pre-Service Teachers’ Reflection in EFL Class

Istihari

2023

Multidiciplinary Scientifict Journal

View full text Add to dashboard Cite

This research aimed at descriptively investigating pre-service teachers’ reflective teaching practices. The contents regarding analysis of the elements of reflection referred to the notion of reflective teaching proposed by Loughran (2006;1996). Four participants of EFL pre-service teachers doing teaching practice in two state secondary schools were involved in this study. Employing a case study design, data were collected through the participants’ reflective teaching journals and semi-structured interviews and were analyzed through inductive thematic analysis. The overall findings indicated that all elements of reflection were identified in the pre-service teachers’ reflective teaching journals although those elements did not emerge in sequence. Furthermore, the results showed that the issues that arose during teaching practice were related to learning management, knowledge management, classroom management, and language management. It is hoped that this study gives insight into the current debate concerning the rise of reflective teaching practice related to individual reflection during teaching practice and brings betterment in teacher education.

show abstract

Nowhere to Now-here: Empowering Children to Reimagine Bully Prevention at Schools Using Critical Design Fiction

Cited by 17 publications

References 60 publications

We learned we can do something to reduce bullying: Children designing anti-bullying mobile apps to empower their peers

We learned we can do something to reduce bullying: Children designing anti-bullying mobile apps to empower their peers

The Future Postdigital Classroom

Exploring Reflective Teaching Practice of Indonesian EFL Teachers: A Case Study of Pre-Service Teachers’ Reflection in EFL Class

Contact Info

Product

Resources

About