Participatory Design Goes to School: Co-Teaching as a Form of Co-Design for Educational Technology

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

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

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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	CHI '22
Subtitle of host publication	Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems
Editors	Simone Barbosa, Cliff Lampe, Caroline Appert, David A. Shamma, Steven Drucker, Julie Williamson, Koji Yatani
Place of Publication	New York, US
Publisher	ACM
Pages	1-17
Number of pages	17
ISBN (Print)	9781450391573
DOIs	https://doi.org/10.1145/3491102.3517667
Publication status	Published - 29 Apr 2022
Externally published	Yes
Event	CHI '22: CHI Conference on Human Factors in Computing Systems - New Orleans Ernest N. Morial Convention Center, New Orleans , United States Duration: 30 Apr 2022 → 5 May 2022 https://chi2022.acm.org/

Conference

Conference	CHI '22
Country/Territory	United States
City	New Orleans
Period	30/04/22 → 5/05/22
Internet address	https://chi2022.acm.org/

Access to Document

10.1145/3491102.3517667

BDF82079-4E23-4B74-AD5F-F5911E822805Accepted author manuscript, 1.65 MB

Cite this

Nicholson, R., Bartindale, T., Kharrufa, A., Kirk, D. S., & Walker-Gleaves, C. (2022). Participatory Design Goes to School: Co-Teaching as a Form of Co-Design for Educational Technology. In S. Barbosa, C. Lampe, C. Appert, D. A. Shamma, S. Drucker, J. Williamson, & K. Yatani (Eds.), CHI '22: Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems (pp. 1-17). [150] ACM. https://doi.org/10.1145/3491102.3517667

Nicholson, Rebecca ; Bartindale, Tom ; Kharrufa, Ahmed et al. / Participatory Design Goes to School : Co-Teaching as a Form of Co-Design for Educational Technology. CHI '22: Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems. editor / Simone Barbosa ; Cliff Lampe ; Caroline Appert ; David A. Shamma ; Steven Drucker ; Julie Williamson ; Koji Yatani. New York, US : ACM, 2022. pp. 1-17

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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{\textquoteright} 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 = "Educational Technology, Participatory Design, Co-Design, Co-Teaching",

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

note = "Funding information: This research was funded by the EPSRC CDT in Digital Civics (EP/L016176/1).; CHI '22 : CHI Conference on Human Factors in Computing Systems ; Conference date: 30-04-2022 Through 05-05-2022",

year = "2022",

month = apr,

day = "29",

doi = "10.1145/3491102.3517667",

language = "English",

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Nicholson, R, Bartindale, T, Kharrufa, A, Kirk, DS & Walker-Gleaves, C 2022, Participatory Design Goes to School: Co-Teaching as a Form of Co-Design for Educational Technology. in S Barbosa, C Lampe, C Appert, DA Shamma, S Drucker, J Williamson & K Yatani (eds), CHI '22: Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems., 150, ACM, New York, US, pp. 1-17, CHI '22, New Orleans , Louisiana, United States, 30/04/22. 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.

CHI '22: Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems. ed. / Simone Barbosa; Cliff Lampe; Caroline Appert; David A. Shamma; Steven Drucker; Julie Williamson; Koji Yatani. New York, US : ACM, 2022. p. 1-17 150.

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

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AU - Kharrufa, Ahmed

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N1 - Funding information: This research was funded by the EPSRC CDT in Digital Civics (EP/L016176/1).

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N2 - 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.

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 DS, Walker-Gleaves C. Participatory Design Goes to School: Co-Teaching as a Form of Co-Design for Educational Technology. In Barbosa S, Lampe C, Appert C, Shamma DA, Drucker S, Williamson J, Yatani K, editors, CHI '22: Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems. New York, US: ACM. 2022. p. 1-17. 150 https://doi.org/10.1145/3491102.3517667