Investigating an Equity-based Participatory Approach to Technology-rich Learning in Community Recreation Centers

Title of the Paper

Investigating an Equity-based Participatory Approach to Technology-rich Learning in Community Recreation Centers

Paper Information

• Thematic Areas: Human-Computer Interaction, Educational Technology, Community Learning
• Keywords: makerspaces, informal learning, afterschool youth programs, urban settings, underrepresented minorities, equity, technology education, workforce readiness

Research Background and Problem Statement

• Identified Issues or Challenges: While self-directed learning and maker education are widely regarded as promoting equity in technology education, research indicates that poorly designed practices can lead to exclusion and bias, neglecting cultural, social, and political contexts. Additionally, the crucial role of community educators in reducing educational inequities and improving learning outcomes remains underexplored.
• Significance: This study complements existing research on equitable and participatory learning approaches by exploring how community educators can implement technology-rich learning programs to foster the participation of underserved groups in STEM and related technology careers.
• Motivation and Related Work: Previous research has highlighted the potential of maker education but also pointed out its tendency to reinforce the culture of mainstream middle-class white males. At the same time, community educators, by designing localized curricula and leveraging community assets, have the potential to enhance learning outcomes and promote equity. These perspectives motivated the researchers to investigate the strategies of community educators and their impacts in community settings.

Proposed Solution

• Proposed Solution: The authors investigated an equity-based participatory technology education program, co-designed and implemented by community educators, which customizes curricula based on youth interests and leverages community resources to address equity gaps in technology learning.
• Innovative Contributions:
  1. An equity-based maker education framework that incorporates localized strategies reflecting community characteristics.
  2. Positioning educators not only as implementers but also as co-designers of curricula, emphasizing community assets and cultural identity.
  3. Development of a descriptive model capturing community educators' strategies and outcomes, illustrating how curriculum adjustments can respond to youth interests.
• Implementation Steps and Techniques:
  1. Conducted the study in four community recreation centers in two mid-sized cities in the eastern region.
  2. Provided educator training covering technical skills as well as equity and participatory pedagogy.
  3. Organized module-based technology courses, including graphic design, interactive design, 3D modeling and printing, and game development.
  4. Collected data from educators and youth through interviews, observations, and participatory design sessions.

Research Findings

• Specific Findings:
  1. Educator Strategies: Identifying and incorporating youth interests, encouraging self-expression and authenticity, and creating a comfortable learning environment.
  2. Impacts: Strengthened social connections among youth and between youth and educators, increased technological self-efficacy and project ownership among participants; significant improvement in educators' confidence in both technology and teaching.
  3. Descriptive Model: Developed a framework illustrating how community educators use equity strategies to promote youth engagement in technology learning.
• Comparison with Existing Solutions:
  1. Unlike traditional maker education, this study emphasizes the involvement of community educators and the localization of curricula.
  2. Addresses the issue of neglecting local cultural assets and community characteristics in current makerspaces.
• Experimental and Evaluation Results:
  1. Youth demonstrated creativity and significant improvement in technology learning outcomes during project experiments.
  2. Observations and interviews revealed that educators were able to adapt curricula to meet youth interests, thereby enhancing engagement.
• Limitations and Future Directions:
  1. Challenges include insufficient technical skills and teaching experience among educators, highlighting the need for a more comprehensive training system.
  2. Development of assessment tools tailored to informal learning environments is necessary to effectively evaluate learning outcomes while avoiding resistance from youth.
  3. Recommends creating an online resource library to help other community centers adopt similar localized approaches and expand technology learning programs to more locations.

Overall, this study provides valuable insights into equitable technology learning in community settings and points to directions for future research and practice in the field.