Investigating an Equity-based Participatory Approach to Technology-rich Learning in Community Recreation Centers
Investigating an Equity-based Participatory Approach to Technology-rich Learning in Community Recreation Centers
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DOI：
10.1145/3544548.3581567
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发表时间：
2023-04
期刊：
影响因子：
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通讯作者：
E. Higgins;Jennifer Posada;Quinlan Kimble-Brown;Susan Abler;Andrew Coy;Foad Hamidi
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文献类型：
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作者：
E. Higgins;Jennifer Posada;Quinlan Kimble-Brown;Susan Abler;Andrew Coy;Foad Hamidi
了解如何设计和实施以公平为基础的方法来进行技术丰富的学习，可以导致更多和多样化的参与计算。自己动手（DIY）和制造者的互动技术学习方法已被誉为科学，技术，工程和数学（STEM）教育的潜在均衡器，为服务不足的青年，一个叙事受到学术的挑战，表明如果不精心设计，制作可以是排他性和霸权的。基于公平的方法已经确定了社区教育工作者在优先考虑社区资产和学习者参与方面的关键作用。我们研究了教育工作者的战略和青年成果在四个课外制造商计划在城市娱乐中心。社区教育工作者使用了几种基于公平的战略来吸引青年，其中包括：通过直接对话和间接信号来确定他们的兴趣，定制方案活动以应对兴趣，以及鼓励自我表达和真实性。这些战略增加了青年之间的社会联系，提高了技术自我效能和项目自主权。
Understanding how to design and implement equity-based approaches to technology-rich learning can lead to increased and diversified participation in computing. Do-it-yourself (DIY) and maker approaches to interactive technology learning have been hailed as potential equalizers of science, technology, engineering, and math (STEM) education for underserved youth, a narrative challenged by scholarship that has shown that if not designed carefully, making can be exclusionary and hegemonic. Equity-based approaches to making have identified the crucial role of community educators to prioritize community assets and learner participation. We studied educators’ strategies and youth outcomes in four afterschool maker programs in urban recreation centers. Community educators used several equity-based strategies to engage youth that included: identifying their interests through direct conversation and indirect signaling, customizing program activities to respond to interests, and encouraging self-expression and authenticity. These strategies led to increased social connections among youth, and increased technology self-efficacy and project ownership.