Article Review

Article Review

Hayashi, E.C.S., & Baranauskas, M.C.M. (2013). Affectibility in Educational Technologies: A Socio-Technical Perspective for Design. Retrieved from, http://eurydice.nied.unicamp.br/portais/ecoweb/nied/ecoweb/publicacoes/artigos-em-revistas/affectibility-in-educational-technologies-a-socio-technical-perspective-for-design.1.pdf.

Hayashi, E.C.S., & Baranauskas, M.C.M. (2013). Affectibility in Educational Technologies: A Socio-Technical Perspective for Design. Retrieved from, https://eric.ed.gov/?id=EJ1016336.

            

            This article provided insights on affectability in educational technologies, which is a social-technical perspective for design. In the present-day world, digital artifacts have been coming to augment the students’ interest and the quality of learning the environments. But has become quite common that finding the technology is being inserted in terms of learning the settings without the close connection between the learners and the contemporary world. This paper reported the results of the qualitative approach that has been carried out in addressing the research questions on how the new technology could be introduced in the schools in the way this would be making sense to the users and whether this could contribute towards the integration of the learning scenarios (Hayashi, & Baranauskas, 2013).

            The study of this article has been carried out at the elementary public school in the city of Campinas located in Sao Paulo, Brazil, where nearly 500 people were involved. The data gathered through the participatory workshops, pictographic questionnaire, and informal interviews has been considered. The results indicate that it is possible to mix both the informal and formal practices into the most meaningful learning by using the XO educational laptop. The activities mentioned in this research helped the students and teachers realize the exact use of the technology that could be influenced and recreated based on their culture, values, and feelings. It also carried out a discussion in terms of the new perspectives that help understand the learning practices that were mediated through the technology and the role of the ‘affectability’ concept in the design of the educational system. 

            According to the author, there always seemed to be a common sense that is not agreed upon formal learning, which refers to the learning that needs to occur within the school. Non-formal learning, which is often considered learning, also occurs outside the school, the same as informal learning. This still needs the programmatic emphasis and deliberate instructions in terms of formal learning. The other aspects considered here during the differentiating formal, non-formal, and informal learning include the control of the learners upon the learning situation and the presence of the mediator and his role. The other crucial aspect here is the intentionality of learning present with the non-formal and informal learning, which seems to be present in different degrees. The intention of learning could be either present or absent in informal learning (Hayashi & Baranauskas, 2013).

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