社会技术学习:情境化本科实习以弥合数字鸿沟

IF 0.2 Q4 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS
Cynthia Pickering, Erik Fisher, P. Ross
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引用次数: 0

摘要

本文描述了信息和通信技术(ICT)本科学生在体验式学习实习期间为周围城市社区的低收入社区探索数字鸿沟技术解决方案所实现的人类和社会维度的时间进展。所描述的研究代表了对从事基于工作的体验式学习的ICT本科学生进行社会技术整合研究(STIR)的重大适应和使用,以促进STEM教育的公平性,灌输公民责任感,并实践解决复杂社会问题的方法。采用的研究方法包括:STIR、半结构化访谈和现场小组观察。利用STIR,一名嵌入式社会科学家与四名学生实习生中的三名进行了定期的一对一对话,共同描述每个学生对人类和社会维度的考虑,作为他们技术工作的一部分,探索替代选择及其潜在结果,并参与反思性学习,在某些情况下,影响了对物质和行为实践的刻意改变。在当地城市社区的ICT创新中心内,对小组活动的现场观察为当地高中和支线学校的数字鸿沟解决方案的技术解决方案设计和开发提供了额外的生态系统背景。参与的ICT本科学生的结果显示:1)所有学生的技术学习都有所改善;2)对一些学生进行反思、预测和回应社会技术互动的能力建设;3)每个学生都能够在社会技术学习和决策方面进步到一个新的水平。与参与者的反思性对话揭示了文化资产和对协作技术设计、开发和实施中的替代知识的考虑,随着ICT学生向劳动力过渡,这些知识可能会在现在和未来带来更多以社区为中心的解决方案。他们有学业和生活。”[这是一个超越T0和T1的扩展,除了短期效益外,还包括未来前景。]
本文章由计算机程序翻译,如有差异,请以英文原文为准。
SOCIO-TECHNICAL LEARNING: CONTEXTUALIZING UNDERGRADUATE EXTERNSHIPS TO BRIDGE THE DIGITAL DIVIDE
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. them with schoolwork and life." [This is an expansion beyond T0 and T1 that includes future prospects in addition to near-term benefits.]
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来源期刊
IADIS-International Journal on Computer Science and Information Systems
IADIS-International Journal on Computer Science and Information Systems COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS-
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