Calling Attention to Technical Details: The Role of the Invisible Technician in Kindergarten Debugging Activities

• In Event: Learning Sciences Poster Session

Abstract

While some research exists about how children learn programming, very little is known about how young children learn the technical skills needed to operate technologies. This paper engages this question in the context of a design-based study of Kindergarteners learning to code using robot coding toys. Drawing on STS perspectives on invisible work in scientific and technical demonstrations, we examine the nature of technical work. Through multimodal interaction analysis of groups of children using robots to debug programs, we show how the child in the “technician” role did vital work that often went unseen but was highly consequential. We suggest how bringing young children’s technical work into view is part of establishing more equitable forms of learning with technology.

Authors

• Deborah Silvis, Utah State University

• Victor R. Lee, Stanford University

• Jody E. Clarke-Midura, Utah State University

• Jessica F. Shumway, Utah State University

• Selendra Lewis, Utah State University