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Bridging Constructivist Theories and Design Practice for Children to Grow as Active Technology Users
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Type
Academic journal
Author
Yoomi Lee (Kyungil University)
Journal
Korean Society of Design Science Archives of Design Research Vol.29 No.4 (Wn.120) KCI Accredited Journals SCOPUS
Published
2016.11
Pages
53 - 63 (11page)
DOI
10.15187/adr.2016.11.29.4.53

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Bridging Constructivist Theories and Design Practice for Children to Grow as Active Technology Users
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Abstract· Keywords

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Background Technology has become pervasive in our lives and children’s development is closely affected by using it. Technology designs for children should be based on a deep understanding of children and their development. A closer link between developmental theories and design practice is needed to meet children’s needs and to support them to become active learners and users of technology.
Methods This research reviews constructivist theories, specifically the cognitive constructivism and social constructivism of Piaget, Papert, and Vygotsky. These theories suggest a perspective to see children as active agents who interact with their environment and learn through it. The theories explain how children develop through cognitive, physical, and social experiences, and give insights for design practices.
Results By reviewing the theories, this research suggests implications for designing technology for children: 1) technology should support children’s developmental needs; 2) technology should be personalized to each child and support children in becoming creators; and 3) technology should support social interactions. Also, it presents how the theories can be applied to design practice using the examples of littleBits, KIBO, and DigiTile.
Conclusions To design technology that supports children in becoming active users and creators of technology, designers should design carefully based on an understanding of how children learn and develop. The constructivist theories can guide designers through their design process, help in making design decisions, and offer ways to verify designs in order to ensure that the design supports children’s development.
#Technology #Children #Development Theory #Constructivist Theory #Children Computer Interaction

Contents

Abstract
1. Introduction
2. Designing Technology for Children
3. Theory-based Design and Constructivism
4. Design Implications and Applications
5. Conclusion
References

References (27)

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[학술지(정기간행물)] - Ackermann, E / 2001 / Piaget's constructivism, Papert's constructionism : What's the difference? / Future of learning group publication 5 (3) : 438 ~ google schola [인터넷자원] - Adjust / / Back to school, Apps for primary school children and younger google schola [학술지(정기간행물)] - Alimisis, D / 2013 / Educational robotics : Open questions and new challenges / Themes in Science and Technology Education 6 (1) : 63 ~ 71 google schola [인터넷자원] - American Academy of Pediatrics(AAP) / / Managing media: We need a plan google schola [학술대회논문] - Blikstein, P / 2013 / Gears of our childhood: constructionist toolkits, robotics, and physical computing, past and future / Proceedings of the 12th International Conference on Interaction Design and Children : 173 ~ 182 google schola

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