Partners in Technology-Mediated Practice Design: How Student-Designed Interventions Improved Equity in School Technology Use

• In Event: 32.059 - Designing Technology-Mediated, Constructionist, and Open Learning

Abstract

This paper examines to what extent student involvement in the development of school technology practices in the context of a social design experiment (Gutiérrez & Vossoughi, 2010) mediated the development of equitable technology practices at a large urban high school in southern California. Two researchers collaborated with a group of high school students with a shared goal of making the school’s technology practices more meaningful to the students. Using pedagogy, organizational learning, and power as frameworks to examine equity in technology-mediated educational practices, this study analyzes two student-designed interventions that sought to improve school technology practices in relation to these three frameworks. Results indicate that student-designed interventions can contribute to improved equity in school technology practices.

Authors

• Ung-Sang Lee, University of California - Los Angeles

• Kimberley Gomez, University of California - Los Angeles