Participatory Design goes to school: co-teaching as a form of co-design for educational technology

Rebecca Nicholson; Tom Bartindale; Ahmed Kharrufa; David Kirk; Caroline Walker-Gleaves

doi:10.1145/3491102.3517667

Participatory Design goes to school: co-teaching as a form of co-design for educational technology

Rebecca Nicholson
, Tom Bartindale
, Ahmed Kharrufa
, David Kirk
, Caroline Walker-Gleaves

Department of Human Centred Computing

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

33 Citations (Scopus)

Abstract

Educational technologies offer benefits in the classroom but there are barriers to their successful integration, including teachers' pedagogical beliefs and their skills and experience. Participatory Design (PD) approaches offer one way in which teachers can be directly involved in the design of classroom technologies, however PD processes alone fail to address the challenges of integrating technology within existing practices. In this paper we propose co-teaching as a novel form of co-design practice. We describe a two year longitudinal Co-Teaching project resulting in the development and use of three digital designs for the classroom. Using the TPACK model to guide our reflections we offer insights into the ways that co-teaching can support the design and integration of educational technologies. We suggest that co-teaching as a form of co-design practice offers a way to move teachers from passive adopters of technology to active participants in the design and integration of educational technologies.

Original language	English
Title of host publication	Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems
Editors	Steven Drucker, Julie Williamson, Koji Yatani
Place of Publication	New York NY USA
Publisher	Association for Computing Machinery (ACM)
Number of pages	17
ISBN (Electronic)	9781450391573
DOIs	https://doi.org/10.1145/3491102.3517667
Publication status	Published - 2022
Event	International Conference on Human Factors in Computing Systems 2022 - New Orleans, United States of America Duration: 29 Apr 2022 → 5 May 2022 Conference number: 40th https://dl.acm.org/doi/proceedings/10.1145/3491102 (ACM Digital Library - proceedings) https://chi2022.acm.org/ (Website) https://dl.acm.org/doi/proceedings/10.1145/3491101 (Extended Abstracts)

Conference

Conference	International Conference on Human Factors in Computing Systems 2022
Abbreviated title	CHI 2022
Country/Territory	United States of America
City	New Orleans
Period	29/04/22 → 5/05/22
Internet address	https://dl.acm.org/doi/proceedings/10.1145/3491102 (ACM Digital Library - proceedings) https://chi2022.acm.org/ (Website) https://dl.acm.org/doi/proceedings/10.1145/3491101 (Extended Abstracts)

Keywords

Co-Design
Co-Teaching
Educational Technology
Participatory Design

Access to Document

10.1145/3491102.3517667

Cite this

Nicholson, R., Bartindale, T., Kharrufa, A., Kirk, D., & Walker-Gleaves, C. (2022). Participatory Design goes to school: co-teaching as a form of co-design for educational technology. In S. Drucker, J. Williamson, & K. Yatani (Eds.), Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems Article 150 Association for Computing Machinery (ACM). https://doi.org/10.1145/3491102.3517667

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title = "Participatory Design goes to school: co-teaching as a form of co-design for educational technology",

abstract = "Educational technologies offer benefits in the classroom but there are barriers to their successful integration, including teachers' pedagogical beliefs and their skills and experience. Participatory Design (PD) approaches offer one way in which teachers can be directly involved in the design of classroom technologies, however PD processes alone fail to address the challenges of integrating technology within existing practices. In this paper we propose co-teaching as a novel form of co-design practice. We describe a two year longitudinal Co-Teaching project resulting in the development and use of three digital designs for the classroom. Using the TPACK model to guide our reflections we offer insights into the ways that co-teaching can support the design and integration of educational technologies. We suggest that co-teaching as a form of co-design practice offers a way to move teachers from passive adopters of technology to active participants in the design and integration of educational technologies.",

keywords = "Co-Design, Co-Teaching, Educational Technology, Participatory Design",

author = "Rebecca Nicholson and Tom Bartindale and Ahmed Kharrufa and David Kirk and Caroline Walker-Gleaves",

note = "Funding Information: This research was funded by the EPSRC CDT in Digital Civics (EP/L016176/1). Publisher Copyright: {\textcopyright} 2022 ACM.; International Conference on Human Factors in Computing Systems 2022, CHI 2022 ; Conference date: 29-04-2022 Through 05-05-2022",

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doi = "10.1145/3491102.3517667",

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booktitle = "Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems",

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Nicholson, R, Bartindale, T, Kharrufa, A, Kirk, D & Walker-Gleaves, C 2022, Participatory Design goes to school: co-teaching as a form of co-design for educational technology. in S Drucker, J Williamson & K Yatani (eds), Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems., 150, Association for Computing Machinery (ACM), New York NY USA, International Conference on Human Factors in Computing Systems 2022, New Orleans, Louisiana, United States of America, 29/04/22. https://doi.org/10.1145/3491102.3517667

Participatory Design goes to school: co-teaching as a form of co-design for educational technology. / Nicholson, Rebecca; Bartindale, Tom; Kharrufa, Ahmed et al.
Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems. ed. / Steven Drucker; Julie Williamson; Koji Yatani. New York NY USA: Association for Computing Machinery (ACM), 2022. 150.

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

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AB - Educational technologies offer benefits in the classroom but there are barriers to their successful integration, including teachers' pedagogical beliefs and their skills and experience. Participatory Design (PD) approaches offer one way in which teachers can be directly involved in the design of classroom technologies, however PD processes alone fail to address the challenges of integrating technology within existing practices. In this paper we propose co-teaching as a novel form of co-design practice. We describe a two year longitudinal Co-Teaching project resulting in the development and use of three digital designs for the classroom. Using the TPACK model to guide our reflections we offer insights into the ways that co-teaching can support the design and integration of educational technologies. We suggest that co-teaching as a form of co-design practice offers a way to move teachers from passive adopters of technology to active participants in the design and integration of educational technologies.

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Nicholson R, Bartindale T, Kharrufa A, Kirk D, Walker-Gleaves C. Participatory Design goes to school: co-teaching as a form of co-design for educational technology. In Drucker S, Williamson J, Yatani K, editors, Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems. New York NY USA: Association for Computing Machinery (ACM). 2022. 150 doi: 10.1145/3491102.3517667

Participatory Design goes to school: co-teaching as a form of co-design for educational technology

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Keywords

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