SOCIO-TECHNICAL LEARNING: CONTEXTUALIZING UNDERGRADUATE EXTERNSHIPS TO BRIDGE THE DIGITAL DIVIDE
SOCIO-TECHNICAL LEARNING: CONTEXTUALIZING UNDERGRADUATE EXTERNSHIPS TO BRIDGE THE DIGITAL DIVIDE
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DOI：
10.33965/ijcsis_2022170102
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发表时间：
2022-07
期刊：
影响因子：
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通讯作者：
Cynthia Pickering;Erik Fisher;P. Ross
中科院分区：
文献类型：
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作者：
Cynthia Pickering;Erik Fisher;P. Ross
本文介绍了人类和社会层面的时间进展，本科信息和通信技术（ICT）的学生在体验式学习实习期间，他们在周围的城市社区探索低收入社区的数字鸿沟技术解决方案实现。所描述的研究代表了社会技术整合研究（STIR）的重要适应和使用，本科ICT学生从事基于工作的体验式学习，以促进STEM教育的公平，灌输公民责任感，并实践解决复杂社会问题的方法。研究方法包括：STIR，半结构化访谈和现场小组观察。使用STIR，嵌入式社会科学家进行定期一对一的对话，与四个学生实习生中的三个，合作描述每个学生对人类和社会层面的考虑，作为他们的技术工作的一部分，探索替代选择及其潜在的结果，并参与反身学习，在某些情况下，影响了故意改变材料和行为实践。对位于当地城市社区的信息和通信技术创新中心内小组活动的现场观察，为当地高中和附属学校设计技术解决方案和开发数字鸿沟解决方案提供了额外的生态系统背景。参与的本科ICT学生的结果显示：1）所有学生的技术学习得到改善; 2）一些学生的能力建设，以反映，预测和应对社会技术互动;和3）每个学生都能够进步到一个新的水平的社会技术学习和决策。与参与者的自反性话语浮出水面的文化资产和替代知识的协作技术设计，开发和实施的考虑，可能会导致解决方案，现在和未来的ICT学生过渡到劳动力更以社区为中心。
This paper describes the temporal progression of human and social dimensions that undergraduate information and communications technology (ICT) students realized during an experiential learning externship where they explored digital divide technology solutions for low-income neighborhoods in the surrounding urban community. The described research represents significant adaptation and use of socio-technical integration research (STIR) with undergraduate ICT students engaged in work based experiential learning to promote equity in STEM education, instill a sense of civic responsibility, and practice approaches to tackling complex societal problems. Methods used for the research study included: STIR, semi-structured interviews, and on-site group observations. Using STIR, an embedded social scientist conducted regular one-on-one dialogs with three of four student externs, to collaboratively describe each student’s consideration of human and social dimensions as part of their technical work, explore alternative choices and their potential outcomes, and engage in reflexive learning that in some cases, influenced deliberate changes to material and behavioral practices. The on-site observation of group activities within the ICT innovation center situated in the local urban community provided additional ecosystem context during technical solution design and development of the digital divide solution for local high schools and feeder schools. Outcomes for participating undergraduate ICT students showed: 1) Technology learning improvements for all students; 2) Capacity building to reflect, anticipate and respond to sociotechnical interactions for some students; and 3) Each student was able to progress to a new level of socio-technical learning and decision making. Reflexive discourse with participants surfaced cultural assets and consideration of alternative knowledges in collaborative technology design, development, and implementation that can potentially lead to solutions that are more community centered now and in the future as the ICT students transition to the workforce.