DataKind is a nonprofit organization on a mission to harness the power of data science in the service of humanity. The time is ripe for data scientists to tackle systemic challenges across humanitarian and environmental sectors. What can you do to advance Data for Good? At New America, Afua oversaw projects in technology and policy to improve outcomes in criminal justice reform, foster care, immigration, the opioid epidemic, and more. In this keynote talk, Dr. Costanza-Chock will explore the theory and practice of design justice, discuss how universalist design principles and practices erase certain groups of people — specifically, those who are intersectionally disadvantaged or multiply burdened under the matrix of domination white supremacist heteropatriarchy, ableism, capitalism, and settler colonialism — and invite us to consider how user interface design can contribute to building "a better world, a world where many worlds fit; linked worlds of collective liberation and ecological sustainability.
A 14th century illustration by Laurentius de Voltolina depicts a university lecture in medieval Italy. The scene is easily recognizable because of its parallels to the modern day. The teacher lectures from a podium at the front of the room while the students sit in rows and listen. Some of the students have books open in front of them and appear to be following along.
A few look bored. Some are talking to their neighbors. One appears to be sleeping. Classrooms today do not look much different, though you might find modern students looking at their laptops, tablets, or smart phones instead of books though probably open to Facebook. The American Association of Pediatrics suggests the following screen time recommendations by age.
Keep these guidelines in mind when you teach lessons that involve screen time in your classroom:[17]. Whenever possible, prioritize active digital screen time over passive. Passive screen time—think watching a video or listening to an online lecture—involves limited interaction or engagement with the technology. Active digital activities are more likely to help your students experience new concepts, and they encourage your class to work together during the lesson.
Although teachers at under-resourced and rural schools are less likely to use technology, any tech you have available can greatly add to the opportunities you provide your students. And finally, use school technology to teach your students digital citizenship.
Lessons that involve digital citizenship can help a student use technology responsibly well beyond their elementary school years. The benefits of technology in education can revolutionize your classroom, but only when used intentionally.
All it takes is a little time and personal training to help you understand the ins and outs of useful classroom tech. Below we present the questions that guided and stimulated the discussion over the first hour.
Think for a moment about your daily life. What are some of the greatest needs and challenges you have? What is technology for you? Given some of the issues that people your age face that we just discussed earlier such as [examples from earlier conversation] , which technologies do you know about that might be helpful in addressing these problems?
The moderator then pointed toward a selection of tablets, which were arranged on an adjacent table though not switched on, and asked the participants:. The moderator handed out the tablets. The tablets remained turned off as the main interest at this point was participants' first impressions on the physical aspects of the tablets such as weight and size.
Participants took turns to get a feel for all different models. As there were five tablets but six participants, in any given activity two participants shared a device. Different participants paired up for the various tasks to ensure that each participant had the opportunity to complete some of the tasks on their own.
What are your initial impressions of the tablets? What is the first thing that comes to your mind? After a break, the second hour comprised an interactive session. The moderator gave instructions on how to turn the tablets on, and participants used three applications apps in the following order: Google Maps, BBC News, and Chrome browser.
We used a brief scenario for each application, and the scenarios were linked to give participants a realistic sense of how people use tablets in their everyday lives. The scenario involved meeting with a friend at the Scottish National Gallery after the focus group.
Participants used the Google Maps app to choose their preferred way to get there from Heriot-Watt University. On arriving at the gallery early, the scenario suggested they accessed the BBC News app. They read the news and watched live TV streams. Finally, once their friend arrived, they used the Chrome browser to find out what was on at their preferred cinema. The moderator handed out printed copies of a tentative intervention programme that would be used in the following stage of the study Vaportzis et al.
The programme included topics that would be covered during the week intervention, including social connectivity and traveling and was based on a previous study Chan et al. Once participants had enough time to look at the programme, the moderator asked:. What are your thoughts? What do you think that may or may not work with this programme? Finally, participants completed a Tablet Experience Questionnaire to rate their experience with the tablets, and give their opinion about the tablets and applications.
All focus group sessions were video-recorded and later transcribed verbatim. The moderator did not take notes during the sessions; rather these were transcribed verbatim from the recordings. The full transcripts were then analyzed as detailed below. All subjects gave written informed consent in accordance with the Declaration of Helsinki.
Data analysis was first conducted by one of the researchers E. We carried out inductive thematic analysis as described by Boyatzis using NVivo10 software NVivo, The focus groups transcripts were initially read numerous times. Initially, first-order themes were identified within each response of each participant to the questions posed in the focus groups.
These themes were either directly related to the study's research questions, or were entirely new topics that emerged from the participant's comments.
These final themes were more abstract in their meaning than the previous ones and, were the themes to be finally interwoven with the existing literature e.
The process described above was iterative as themes evolved and the data better understood. Further reading led to the identification of additional themes, initially not detected. Each of the researchers individually coded and categorized data from the same focus group to allow triangulation of findings. Data from the other two focus groups were then coded by one of the researchers E.
Through comparison, the two researchers discussed and agreed on discrete themes. We refined and finalized the codes, resulting in a list of agreed themes. The analysis of the focus group transcripts revealed an emphasis on the advantages and disadvantages of using technologies in general with a focus on tablet use. The final four themes were: a Barriers to using technologies and tablets; b disadvantages and concerns about using technologies and tablets; c advantages and potential of technologies and tablets; and d skepticism and mixed feelings about technology and tablets.
The four themes were common to participants that had previous computer experience and participants that had no previous computer experience, though there were some small differences in the subthemes.
For example, lack of instructions and guidance was a subtheme that emerged only in the group that had computer experience. The themes are presented in order of their importance determined by frequency and uniqueness. Participants' quotes are presented to illustrate each theme. Group is indicated by a G and participant by a P next to each quote followed by the appropriate number e.
To differentiate the quotes provided by gender, those from male participants are denoted with an M. Participants mentioned a number of perceived and actual barriers to using tablets and technology in general. Four subthemes emerged under this theme: lack of instructions and guidance, lack of knowledge and confidence, health-related barriers, and cost. Participants noted that if there are any instructions, they are too technical. It's not written by [users] and that's probably a big message to send to the manufacturer.
So you want the manual to be written in the so-called dummy style, so that it's very readable and understandable. Lack of instructions and guidance was a subtheme that did not emerge in the group that had no computer experience. Several participants mentioned that when they asked for assistance, other people quickly completed the job for them instead of guiding them.
There you are mother. And I'm going […] and say, what did your fingers do? He says it's common sense, use your brain, you should know this. They just have no patience […] they expect to tell you once G3, P3.
Participants emphasized their concern and fear of using tablets and technology in general due to lack of knowledge or low confidence, as well as the perceived dangers of technological equipment.
You know how they talk about the Trojan viruses and all that spyware and all the rest of it? That's what I'm frightened of, especially when you don't know G3, P6. I mean, I'm quite healthy […] but my knees and arthritis. Participants with no computer experience also mentioned health-related issues. So I would automatically go for the biggest tablet. The high price of tablets and other technological equipment was one of the barriers that participants mentioned. It's not so bad nowadays, but it came in to it.
Participants noted a number of issues that discouraged them from using tablets and other technology. Four subthemes emerged under this theme: too much and too complex technology, feelings of inadequacy and comparison with younger generations, lack of social interaction and communication, and negative features of tablets.
I don't want a million opportunities flashing up every time I touch something. It's trying to sell me something I don't want. In several cases, participants compared themselves to younger people who appear to know how to use technology from a very young age. I wish I was more the other way, I really do, because I am aware of the being left behind I suppose. Participants expressed concern about the lack of social interaction and social skills of future generations.
You know, you've been brought up to sit down and talk with your elders and your betters round this table, your mother and your father are there and I'm here, and I've come to see you, so don't sit and play games [G3, P5 M ]. It would help if they just put a little name.
Overall, participants rated their tablet experience as positive and most stated that they would be likely to use a tablet in the future. Three subthemes emerged under this theme: positive features of tablets, accessing information, and willingness to adopt technology.
They can play music. They can do anything really, can't they? Don't have to go upstairs to the equipment [G2, P5 M ]. It was tremendous and the quality is really good and that's something that, you know, you can't do on the phone, or you certainly can't do on the laptop.
Positive features of tablets was a subtheme that did not emerge in the group that had no computer experience.
0コメント