Druin Allison
University of Maryland, College of Information Studies and Human-Computer Interaction Lab, USA.
New Dir Youth Dev. 2010 Winter;2010(128):35-43. doi: 10.1002/yd.373.
The technological complexity and richness of a child's environment today is far beyond what any adults today experienced when they were growing up. For example, no adult today knows what it is like to be a four-year-old using his or her first iPhone app or Webkinz account. Therefore, we seek ways to understand what children need in today's new technologies even without ourselves being children. Since 1999, young people ages seven to eleven have been the author's partners in codesigning new educational technologies at the University of Maryland's Human-Computer Interaction Lab. This work has helped inform who children are--what matters to them, what technologies need to be changed, and what needs to be built for the future. This work uses cooperative inquiry, a set of codesign methods that can enable adults and children to share their ideas while minimizing the differences in age and communication styles. This article describes low-tech methods for brainstorming, offering feedback, and supporting creative change in technology prototype designs. Examples of technologies are discussed and insights from children shared.
如今儿童所处环境的技术复杂性和丰富程度，远远超过了当今任何成年人在成长过程中所经历的。例如，如今没有哪个成年人知道作为一个四岁孩子使用他或她的第一个iPhone应用程序或Webkinz账户是什么感觉。因此，即便我们自己已不再是孩子，我们仍在探寻方法以了解儿童在当今新技术环境中的需求。自1999年以来，7至11岁的年轻人一直是作者在马里兰大学人机交互实验室共同设计新教育技术的合作伙伴。这项工作有助于了解儿童是怎样的——什么对他们重要，哪些技术需要改进，以及未来需要构建什么。这项工作采用合作探究法，这是一套协同设计方法，能让成年人和儿童分享想法，同时尽量减少年龄和沟通方式的差异。本文介绍了用于头脑风暴、提供反馈以及支持技术原型设计中的创造性变革的低技术方法。文中讨论了技术示例并分享了来自儿童的见解。
