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.
1. A brief summary of the article
Hayashi and Baranauskas (2013) are three forms of learning. These forms are formal, informal, and non-formal learning. Formal education is when teaching is happening in schools. Informal learning is the opposite of formal learning that happens outside of a formal institution or school. Non-formal learning is the same as informal learning, but it has a formal learning quality. The paper focuses on how digital artifacts help students in non-formal studies. Using digital artifacts or technological advancements helps develop a better social system that better helps students understand the subject matter.
The article starts with the definition of the social-technical plan of organizational development. In this regard, the socio-technical perspective refers to the interaction between human behavior and advanced technological advancements. Moreover, socio-technical is described to enhance students' understanding by creating awareness of values, emotions, and interests. The paper is organized so that it answers the question of how technological advancements are helping users. In general, the article describes the socio-technical the system as the means to collect common objectives using artifacts.
According to Hayashi and Baranauskas
(2013), the societal design's compounding layers reflect reality and consist of
different layers that enhance human and technology interaction. First, the
interaction shall happen between the students in a formal or non-formal way.
Students can get an understanding of a subject in the classroom or outside the school.
The artifacts that are used outside the school can also serve a community of
targeted users. Hence, it is noted in the article that the user's cognitive
understanding is essential to grasp the ideas of the contents of the design. In
this case, the technological model's design shall consider formal, informal,
and non-formal forms of learning. Hence, Hayashi and Baranauskas (2013)
proposed using cognitive models that consider social and cultural events' daily
interactions. Hayashi and Baranauskas (2013,p.59), citing
the work of Hall(1959), described culture as "the way of
life of a people, the sum of their learned behavior patterns, attitudes and
material things." Hence, the culture can be conventionally divided into
formal, informal, and non-formal models while designing a learning platform. However,
while implementing XO laptops in primary schools, the study uses a design
pattern that involves learning, using, and interpreting affective response,
design, and redesign evaluation.
The results of the study can be
summarized into four major points. First, web resources transform the students'
learning capabilities with the use of advanced technological facilities like the
internet. Second, the interdisciplinary activities performed and created for
use help teachers and students attain the required knowledge. Third, a support
system is helpful in facilitating the learning-teaching process. A good example
is that more than 500 volunteer students help the system by reducing the
study's cost as the school has no resources to hire researchers. Fourth, XO
laptops affect the student's activity in both formal as well as informal forms.
Hayashi and Baranauskas (2013) concluded that educational design's hybrid
approach considers practice supported by technology.
2. Evaluation
The paper thoroughly addressed the
affectability of educational technology. The study uses a social-technical
framework to come up with advanced technologies. In this regard, XO laptops
were used in the learning process with in 500 primary school students Brazil. The
introduction of the article gives an overview of the importance of studying the
socio-technical framework. Then, it addresses the general audience that
encompasses educators, graduate students, and academicians. The literature
review section addresses how to use the socio-technical framework, and data is
collected from 500 students that are at the primary level. Hence, the analysis
was done in informal, formal, and technical stages. The results in students'
and teachers' relation to homework assignments show a positive result.
Moreover, the use of the internet
and web browser enhances the learning platform's interdisciplinary activities
that make it a hybrid ( formal and informal). Furthermore, the paper addresses socio-technical
perspectives and plans for execution. However, the article fails to cover essential
concepts on how students can reach teachers. It means the interaction between
the students and teachers is not reflected well. Moreover, it lacks how to
enhance the
The research paper is a thorough
study of affectability in educational technologies by using a socio-technical
framework to implement new advanced technology, e.g., the XO laptops in the
hybrid (formal and informal) learning process in Brazil. Also, it is not clear
how much the cost of implementation is. Moreover, the study also pointed out
the study's challenges, among the difficulties of storage of XO laptops, limited
access to parents and teachers and theft.
References
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.
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