International Journal for Technology and Design Education, 12(3), 189-213.
HCIL-2001-14, CS-TR-4273, UMIACS-TR-2001-53
From autumn 1998 to spring 2001, 27 Swedish children (14, at age 5 and 13 at age 7) partnered with researchers supported by the European Union to create new storytelling technologies for children. After each of the many design activities, children were asked to reflect with drawings and/or writing in a bound paper journal. As the project concluded in year three, the children's journals were analyzed and four constructs emerged from the data: learner, critic, inventor, and technology design partner. This study examines the motivation for such a research and learning experience, describes the changes in roles we saw represented in our child partners' journals, and suggests possible future directions for educators and technology developers.