Druin Mobile Technology for Children

Designing for Interaction and Learning
1. Auflage 2009
ISBN: 978-0-08-095409-7
Verlag: Elsevier Science & Techn.
Format: EPUB
Kopierschutz: 6 - ePub Watermark

E-Book, Englisch, 408 Seiten

Children are one of the largest new user groups of mobile technology -- from phones to micro-laptops to electronic toys. These products are both lauded and criticized, especially when it comes to their role in education and learning. The need has never been greater to understand how these technologies are being designed and to evaluate their impact worldwide. Mobile Technology for Children brings together contributions from leaders in industry, non-profit organizations, and academia to offer practical solutions for the design and the future of mobile technology for children.
*First book to present a multitude of voices on the design, technology, and impact of mobile devices for children and learning *Features contributions from leading academics, designers, and policy makers from nine countries, whose affiliations include Sesame Workshop, LeapFrog Enterprises, Intel, the United Nations, and UNICEF *Each contribution and case study is followed by a best practice overview to help readers consider their own research and design and for a quick reference

Allison Druin is assistant professor at the University of Maryland, both in the Institute for Advanced Computer Studies and the College of Education in the Department of Human Development. Her recent work has focused on developing-with children as her design partners-new robotic storytelling technologies. Druin is the editor of The Design of Children's Technology and coauthor of Designing Multimedia Environments for Children (John Wiley & Sons, 1996).

Autoren/Hrsg.

Druin, Allison

Inhaltsverzeichnis

1;Front cover;1
2;Title page;4
3;Copyright page;5
4;Dedication;6
5;Table of contents;8
6;Foreword;10
7;Preface;14
8;Introduction;18
9;Authors’ Biographies;24
10;SECTION 1: The Landscape;38
10.1;Chapter 1: How Mobile Technologies Are Changing the Way Children Learn;40
10.1.1;Introduction;40
10.1.2;Mobile learning;41
10.1.3;Mobile learning activities;43
10.1.4;The benefits and challenges of mobile learning;52
10.1.5;References;55
10.2;Chapter 2: Harnessing the Potential of Mobile Technologies for Children and Learning;60
10.2.1;Overview;60
10.2.2;Going mobile: three challenges and opportunities for the field;61
10.2.3;Rethink literacy and learning for a digital age;62
10.2.4;Digital equity: reaching all children with mobile technologies;65
10.2.5;Building a coherent R&D effort;68
10.2.6;Conclusion;72
10.2.7;References;73
10.3;Chapter 3: Pocket Rockets: The Past, Present, and Future of Children’s Portable Computing;80
10.3.1;Good things come in small packages these days;80
10.3.2;Unpackaging the notion of digital native vs. digital immigrant;81
10.3.3;A brief history of children’s portable computing devices;83
10.3.4;A guide to children’s portable computing devices;88
10.3.5;The future: how portable technologies could change the culture of childhood;92
10.3.6;Conclusion;96
10.3.7;References;97
10.4;Chapter 4: Social Impacts of Mobile Technologies for Children: Keystone or Invasive Species?;100
10.4.1;The spread of technologies in rural south asia: two stories;100
10.4.2;References;116
10.5;Chapter 5: A Disruption Is Coming: A Primer for Educators on the Mobile Technology Revolution;120
10.5.1;PICTURING THE DISRUPTION;120
10.5.2;WHAT IS A TECHNOLOGICAL DISRUPTION?;124
10.5.3;PREDICTING A SOCIAL DISRUPTION: SCHOOL ACCEPTANCE OF CELL-PHONE COMPUTER USE;124
10.5.4;CURRICULAR USES OF CELL PHONES: FINALLY, EACH CHILD HAS A COMPUTER!;127
10.5.5;PREPARING FOR THE DISRUPTION: WHAT SHOULD EDUCATORS DO NOW?;127
10.5.6;PREPARING FOR THE DISRUPTION: WHAT SHOULD HCI PROFESSIONALS DO NOW?;129
10.5.7;CONCLUSION;132
10.5.8;References;133
11;SECTION 2: Designing Mobile Technologies;136
11.1;Chapter 6: Mobile Interaction Design Matters;138
11.1.1;Developing worlds;138
11.1.2;Understanding small lives;140
11.1.3;Activities and interaction technologies;144
11.1.4;DESIGNING FOR MOBILES AND SMALL LIVES;152
11.1.5;GROWING UP;154
11.1.6;References;157
11.2;Chapter 7: A Child’s Mobile Digital Library: Collaboration, Community, and Change;162
11.2.1;Stories, mobility, and children;162
11.2.2;Designing with children: cooperative inquiry;168
11.2.3;Lessons learned;177
11.2.4;Acknowledgments;178
11.2.5;References;179
11.3;Chapter 8: Adding Space and Senses to Mobile World Exploration;184
11.3.1;Learning through georeferenced and mobile sensory experiences;185
11.3.2;Why add space and senses?;186
11.3.3;The advantages of mobile technologies in spatial and sensory learning activities;189
11.3.4;Georeferenced multisensory messages within a collaborative activity: a mobile application;194
11.3.5;Conclusion;202
11.3.6;Acknowledgments;203
11.3.7;References;203
11.4;Chapter 9: LeapFrog Learning Design: Playful Approaches to Literacy, from LeapPad to the Tag Reading System;208
11.4.1;The original mobile learning technology: toys;209
11.4.2;The evolution of leapfrog learning design;210
11.4.3;Designing for the tag ecosystem;217
11.4.4;Conclusion: system learning;227
11.4.5;References;229
11.5;Chapter 10: Designing the Intel-Powered Classmate PC;232
11.5.1;Intel in education;232
11.5.2;Intel platform definition centers for emerging markets;233
11.5.3;Defining the intel-powered classmate pc;235
11.5.4;Deploying 1:1 e-learning environments for the 21st century;242
11.5.5;The future;260
11.5.6;References;261
12;SECTION 3: Learning and Use;262
12.1;Chapter 11: Early OLPC Experiences in a Rural Uruguayan School;264
12.1.1;Computing, education, and the knowledge divide;265
12.1.2;OLPC in Uruguay;268
12.1.3;Visiting the pilot school;269
12.1.4;Reflecting on the activities;275
12.1.5;Discussion;276
12.1.6;Conclusion;278
12.1.7;Acknowledgments;278
12.1.8;References;279
12.2;Chapter 12: “It’s Mine”: Kids Carrying Their Culture Wherever They Go;282
12.2.1;Introduction;282
12.2.2;First, the big picture: trends in children’s tech “toys”;283
12.2.3;Interviews at homes, parks, and city pools: twenty-two children, forty-one devices;285
12.2.4;The results: the voices of today’s children;287
12.2.5;What these kids can teach us: it’s the mobility that makes the difference;299
12.2.6;Acknowledgments;300
12.2.7;References;300
12.3;Chapter 13: Mobile Technologies in Support of Young Children’s Learning;302
12.3.1;Background on media and literacy learning;302
12.3.2;Mobile literacy learning in informal settings: parents and young children;303
12.3.3;Global literacy goes mobile;313
12.3.4;Designing for mobile platforms: lessons learned from research with children;317
12.3.5;Conclusion;318
12.3.6;Acknowledgments;318
12.3.7;References;319
12.4;Chapter 14: Mobile Technologies for Parent/Child Relationships;322
12.4.1;Bringing children and parents together;322
12.4.2;Research landscape;323
12.4.3;Case studies;327
12.4.4;Discussion;339
12.4.5;References;341
12.5;Chapter 15: Using Mobile Technology to Unite (for) Children;344
12.5.1;An Introduction;344
12.5.2;Unicef’s Mandate to Deliver Results for Children;345
12.5.3;Creating an Enabling Environment;346
12.5.4;Creating an Engaging Environment;347
12.5.5;Engage and Enable … But Toward What?;347
12.5.6;Innovation: Unite for Children;347
12.5.7;Mobile Phones Make Things Faster (Synchronous);349
12.5.8;Mobile Phones Bring Communities Together (Asynchronous);350
12.5.9;Nine’s a Crowd: Eight Innovation Lessons Learned to Date;352
12.5.10;Connecting Classrooms: Uniting Children;353
12.5.11;Connecting Classrooms;355
12.5.12;Bridge Building;356
12.5.13;Divide Hopping;356
12.5.14;Youth Journalism;357
12.5.15;Building Back Better;359
12.5.16;The Bee;359
12.5.17;South-South Cooperation for Mobile Children;360
12.5.18;Open Source;361
12.5.19;Moving Forward;362
12.5.20;References;363
12.6;Chapter 16: Designing the Future;366
12.6.1;Violating newton’s laws;366
12.6.2;Imagining the future;368
12.6.3;Designing mobile technologies for the future;373
12.6.4;Engineering mobile technologies for the future;380
12.6.5;Conclusion;382
12.6.6;References;383
13;Index;386