Socio-Technical Plan

Introduction  

This post will define, describe, and critically evaluate the sociotechnical plan from the paper “Affectability in educational technologies: A socio-technical perspective for design” by Hayashi & Baranauskas (2013). The purpose of the post is to examine the impact of the introduction of new technology on social cultures.

Define

Hayashi & Baranauskas (2013) define a socio-technical plan of how the integration of digital technology (laptops) can potentially help formal and informal learning in an elementary public school in the city of Campinas, in Sao Paulo, Brazil. The study showed the use of technology impacted feelings, values, and the culture of both teachers and students. Embedding technology into learning will affect the entire organization (school); furthermore, socio-technical plans increase the scope and perspectives of informal, formal, and technical aspects of the learning settings. Stein (2012) argues the socio-technical innovation is the new paradigm of innovation by reversing the traditional top-down logic to a bottom-up logic. Marcel de Arruda Torresa's (2017) research shows the new paradigm shift from focusing on economic growth to focusing on a holistic approach to well-being that emerges new economic models, production systems, and wellness ideas as strategies that overcome traditional barriers. The compound layers of a socio-technological plan merge technology, time, and space, with experiences—inside and outside the classroom or organization.

Describe

The Hayashi (2013) socio-technical plan used OLPC (One Laptop Per Child) at the public school in Brazil. The ages of the children ranged from 6-14 years old. Four cases contributed to the understanding of how the socio-technical plan was able to contribute to more meaningful practices. Hayashi (2013) discussed how cognitive models of traditional paradigms are transforming. Research by Boehner et al. (2007) suggested a cognitive socio-technical plan will enhance cognition over rational thought. On the macro side of the study, all teachers and some other employees—such as the principal, pedagogue, janitor, cook, and library attendant—participated in the study. The data were collected through workshops and other activities at the school, including regular classes, along with informal interviews. Reliability was reinforced by pictures, videos, and field notes (Hayashi, 2013).

The technological artifacts (the XO laptops) case results included:

1. Transforming homework assignments;
2. Integrating the school in interdisciplinary activities;
3. Using XO laptops inside and outside the school’s walls; and
4. Incorporating student volunteers.

Transforming homework assignments allowed students to use laptops with internet browsers and wireless internet connections which saved time from using traditional libraries and walking to computer labs. Other advantages included teachers’ involvement in emotional-management strategies and avoidance of negative, emotionally charged events from doing homework at home (Xu, 2005). The emotional responses from pupils gave teachers and students a better understanding especially when faced with difficulties in assignments (Hayashi, 2013).

Integrating the school’s interdisciplinary activities resulted in scenarios, one of which was “students and consumption at home.” The students’ consumption of food at home scenario involved a process described below:

1.       Students took pictures of products (including nutrition labels) and advertisements.

2.       Students then studied the differences in comparisons of nutrition facts.

3.       Teachers-then initiated discussions. For example, an English as a second language teacher asked the students to capture English words on these pictures to help discuss and better understand words.

4.       Finally, teachers shared results of these discussions, and frequently described students’ attitudes as “happiness” and “sense of accomplishment” with higher motivation, and students with interdisciplinary issues were more proactive with the technology and helped fellow students with increased engagement (Hayashi, 2013).

The use of the laptops—both inside and outside the school—increased students’ pride, and they were more outgoing in discussing the technology with bystanders. On a trip to the park, students took pictures and short videos of animals and made notes with the laptops. Students demonstrated increased values of ownership, happiness, and engagement. Hayashi’s (2013) research indicated the younger students had higher responses of valence and arousal.

Student volunteers, aka “student monitors,” were needed due to the increased challenges and responses from the technology. Student monitors met every two weeks, and students expressed feelings and understandings of the program. Hayashi (2013) noted that the emotional and affective responses and outcomes transcended technological, formal, and informal categories and impacted the students’ lives with valuable learning.

Evaluate – 

In this section, you will evaluate the plan reviewed in this article. You might consider covering both pros and cons about the plan, or you provide examples of successes and/or failures using the plan.

The technology increased engagement between students, as well as, between students and teachers and allowed increased emotional strategies, both in and out of the classroom. The technology helped motivate and give everyone involved a sense of accomplishment. Even students with interdisciplinary issues had positive engagement and emotional responses. One negative issue noted in the study was with a disabled student being more challenged; however, the experience helped her learn more patience and understanding of other people’s needs. The study pointed out technical issues with plugging in the laptops in the classroom and not having enough outlets, lagging computers, internet issues, and operational systems with different interaction models. Informal issues of parents and some teachers not being comfortable with the technology existed. Formal issues of laptop theft prohibited students from taking home the laptops. 

The integration of new technology will always come with some issues especially when technology is completely new, and systems are not in place to better manage use, distribution, time-management, and support systems. Despite some cons of the introduction of the technology, which is to be expected, the positive affective and emotional aspects contributed to increased productivity, satisfaction, and integrated learning opportunities (Hayashi, 2013).

Summary

In summary, the research showed the sooner technology can be introduced in learning with a holistic approach, the better it can simulate contemporary world applications. The socio-technological plan reduced the negative aspects with increased positive emotional and affective aspects demonstrated in the four case scenarios. Furthermore, combining the different learning places (home, school, field trips) stimulated intentional learning and motivation and decreased interdisciplinary issues.

References

Boehner, K., DePaula, R., Dourish, P., & Sengers, P. (2007). How emotion is made and measured. International Journal of Human-Computer Studies, 65(4), 275–291.  doi:10.1016/j.ijhcs.2006.11.016

Hayashi, E. S., & Baranauskas, M. C. (2013). Affectability in educational technologies: A socio-technical perspective for design. Journal of Educational Technology & Society, 16(1), 57–68.

Marcel de Arruda Torresa, P. (2017). Design for socio-technical Innovation: A proposed model to design the change. The Design Journal, 20(sup1), S3035-S3046. doi:10.1080/14606925.2017.1352811

Stein, J. (2012). Bottom-up and top-down innovation: Create an innovative company. New York. Simply Innovate.

Xu, J. (2005). Homework emotion management reported by high school students. School Community Journal, 15(2), 21-36