Designing for Equitable Digital Engagement With Afterschool Educators: Supporting Social and Critical Digital Learning

• In Event: Pedagogical Practices and Programmatic Structures to Support Youth Participation and Learning in Informal Environments

Abstract

This study examines an emergent aspect of digital engagement in a community design-based research (CDBR) project (Bang & Vossoughi, 2016). Developing High-Tech, Low-Cost Making Projects to Enhance Computational Teaching and Learning (ECTL) was developed out of a belief that 1) cost should not be a barrier for meaningfully including technology in creative learning; and 2) community educators who have successfully engaged young people in complex making projects have an under-appreciated expertise in designing and developing new digital projects. We report on findings from two different afterschool programs where young people engaged in collective learning, identity work, and critical digital development.

Authors

• Molly Victoria Shea, University of Washington - Seattle

• Meg Elena Escudé, University of California, Berkeley