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School-driven technological innovation has the potential to positively impact on classroom practice, yet it can also be disrupted by incompatibilities between the existing school ecology and new educational technologies. To help mitigate this disruption a particular staff member often takes on a facilitative leadership role to champion new technology initiatives. However little is known about how this technology leader role impacts on the adoption of new technologies in the classroom. Taking a situated lens, we embarked on a multiple case study of four schools who were aiming to adopt a new literacy game in the classroom. Through interviews with technology leaders and fieldnotes from our site observations, we systematically analysed their actions and concerns over two academic terms. This highlighted an overwhelming concern with managing the material dimension of the technology, teacher agency and division of labour and mechanisms for communication and monitoring. Our findings raise important considerations for HCI researchers seeking to embed their technologies into practice alongside recommendations for supporting leaders tasked with coordinating this process.
Synchronous online learning has become a trend in recent years. However, instructors often face the challenge of inferring audiences' reactions and learning status without seeing their faces in video feeds, which prevents instructors from establishing connections with students. To solve this problem, based on a need-finding survey with 67 college instructors, we propose Glancee, a real-time interactive system with adaptable configurations, sidebar-based visual displays, and comprehensive learning status detection algorithms. Then, we conduct a within-subject user study in which 18 college instructors deliver lectures online with Glancee and two baselines, EngageClass and ZoomOnly. Results show that Glancee can effectively support online teaching and is perceived to be significantly more helpful than the baselines. We further investigate how instructors' emotions, behaviors, attention, cognitive load, and trust are affected during the class. Finally, we offer design recommendations for future online teaching assistant systems.
The COVID-19 global pandemic has ignited lightning-fast adoption of digital tools in our communities, organizations, and systems of governance. It also inspired an unprecedented level of providing access to digital devices to communities and individuals lacking prior access. The situation and circumstances provide a unique opportunity to understand digital divides through a new lens. In this work, we contribute a contemporaneous understanding of digital divides beyond access by qualitatively analyzing over 300 calls made to a volunteer-based community IT help desk. We highlight the intertwined network of challenges leading to ecosystem digital divides and contribute new insights into how the complex socio-technical systems of practice, and the tools to support them, must adapt to bridge digital divides more effectively.
Sustainable Development Goal 4 promotes inclusive and equitable quality education and lifelong learning opportunities for all. However, regions with ongoing socio-political conflict suffer disruption to education and learning. We situate our work in Kashmir, India, affected by socio-political conflict for more than three decades. We did multiple field visits and conducted 21 semi-structured interviews with parents, teachers, students, and members of a non-government organization that runs Community Learning Centers in Kashmir. Our findings present the barriers in education caused by disruption and the role of community learning centers in overcoming the barriers within these contextual constraints. Further, we discuss engaging researchers and policymakers to leverage human infrastructure, embedding uncertainty into the design, infrastructuring trust, and content usability to develop solutions to make education more accessible. Despite significant research in HCI and Education, research in this particular context is under-explored, and our work contributes to filling this gap.
Effective data literacy instruction requires that learners move beyond understanding statistics to being able to humanize data through a contextual understanding of argumentation and reasoning in the real-world. In this paper, we explore the implementation of a co-designed data comic unit about adolescent friendships. The 7th grade unit involved students analyzing data graphs about adolescent friendships and crafting comic narratives to convey perspectives on that data. Findings from our analysis of 33 student comics, and interviews with two teachers and four students, show that students engaged in various forms of data reasoning and social-emotional reasoning. These findings contribute an understanding of how students make sense of data about personal, everyday experiences; and how an arts-integrated curriculum can be designed to support their mutual engagement in both data and social-emotional reasoning.