Abstract
The aim of adopting the Participatory Design (PD) approach in the development of educational technologies is to enhance their usefulness and usability. Nonetheless, many of the related PD activities only employ students as end-users to elicit requirements and feedback. Based on the empirical data of two workshops conducted with teachers and students, who were asked to provide feedback on the design of online lab-based lessons, we tend to conclude that involving teachers as well as students in such PD work can lead to a richer and more valuable source of information than students alone.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
References
Davis, F.D.: User acceptance of information technology: system characteristics, user perceptions and behavioral impacts. Int’l. J. Man-Mach. Stud. 38(3), 475–487 (1993)
Heintz, M.: Software-supported Participatory Design and Evaluation of the Tool PDot, Ph.D. thesis. University of Leicester (2017). Unpublished manuscript
Heintz, M., Law, E.L.-C., Soleimani, S.: Paper or pixel? comparing paper- and tool-based participatory design approaches. In: Abascal, J., Barbosa, S., Fetter, M., Gross, T., Palanque, P., Winckler, M. (eds.) INTERACT 2015. LNCS, vol. 9298, pp. 501–517. Springer, Cham (2015). doi:10.1007/978-3-319-22698-9_34
Holden, H., Rada, R.: Understanding the influence of perceived usability and technology self-efficacy on teachers’ technology acceptance. J. Res. Technol. Educ. 43(4), 343–367 (2011)
Kopcha, T.J.: Teachers’ perceptions of the barriers to technology integration and practices with technology under situated professional development. Comput. Educ. 59(4), 1109–1121 (2012)
Large, A., Nesset, V., Beheshti, J., Bowler, L.: “Bonded design”: a novel approach to intergenerational information technology design. Libr. Inf. Sci. Res. 28(1), 64–82 (2006)
Law, E.L.-C., Roto, V., Hassenzahl, M., Vermeeren, A., Kort, J.: Understanding, scoping and defining user experience: a survey approach. In: Proceedings of Conference on Human Factors in Computing Systems (CHI 2009). ACM (2009)
Mao, J.Y., Vredenburg, K., Smith, P.W., Carey, T.: The state of user-centered design practice. Commun. ACM 48(3), 105–109 (2005)
Marti, P., Bannon, L.J.: Exploring user-centred design in practice: Some caveats. Knowl. Technol. Policy 22(1), 7–15 (2009)
Muller, M., Druin, A.: Participatory design as third space in HCI. In: Sears, A., Jacko, J. (eds.) The Human-Computer Interaction Handbook. Taylor and Francis (2010)
Pardo, S., Vetere, F., Howard, S.: Teachers’ involvement in usability testing with children. In: Proceedings of Interaction Design and Children (IDC 2006), pp. 89–92. ACM (2006)
Pedaste, M., Mäeots, M., Siiman, L.A., De Jong, T., et al.: Phases of inquiry-based learning: definitions and the inquiry cycle. Educ. Res. Rev. 14, 47–61 (2015)
Read, J.C., Fitton, D., Horton, M.: Giving ideas an equal chance: inclusion and representation in participatory design with children. In: Proceedings of Interaction Design and Children (IDC 2004), pp. 105–114. ACM (2014)
Acknowledgements
This work was partially funded by the European Union in the context of the Go-Lab project (Grant Agreement no. 317601) under the Information and Communication Technologies (ICT) theme of the 7th Framework Programme for R&D (FP7). This document does not represent the opinion of the European Union, and the European Union is not responsible for any use that might be made of its content.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer International Publishing AG
About this paper
Cite this paper
Law, E.LC., Edlin-White, R., Heintz, M. (2017). Let Voices of Both Teachers and Students on the Development of Educational Technologies Be Heard. In: Lavoué, É., Drachsler, H., Verbert, K., Broisin, J., Pérez-Sanagustín, M. (eds) Data Driven Approaches in Digital Education. EC-TEL 2017. Lecture Notes in Computer Science(), vol 10474. Springer, Cham. https://doi.org/10.1007/978-3-319-66610-5_37
Download citation
DOI: https://doi.org/10.1007/978-3-319-66610-5_37
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-66609-9
Online ISBN: 978-3-319-66610-5
eBook Packages: Computer ScienceComputer Science (R0)