{"id":{"repo_id":"uoit","oai_identifier":"oai:ontariotechu.scholaris.ca:10155/779"},"canonical_url":"https://search.dev.ndltd.org/etd/uoit/oai:ontariotechu.scholaris.ca:10155/779","repository":{"repo_id":"uoit","name":"Ontario Institute of Technology","base_url":"https://ontariotechu.scholaris.ca/server/oai/request"},"display":{"title":"Exploring young children’s ideas about wearable technology: a case study","abstract":"This case study, which forms a part of the Kids, Creative Storyworlds and Wearables project, explores children’s perspectives on wearable technology through their stories and other creative ideas inspired by wearable technology. Five children between the ages of four and seven were each given a smartwatch and were interviewed three times over the span of four weeks. Using a multi-method approach, inspired by the Mosaic approach to ethnography (Clark & Moss, 2011; Clark, 2005) and social semiotics (Kress and van Leeuwen, 2006; Kress, 1997), children were invited to share their ideas in a variety of ways (face-to-face discussion, oral storytelling, written text, drawings). This research viewed children as meaning-makers and sign-makers. Results supported and extended elements of Papert’s constructionist learning theory and Sutton Smith’s “play as a viability variable” theory (2008) and provided novel insights relevant to formal education practices. Empowerment is a key theme that emerged from this case study.","abstract_html":"This case study, which forms a part of the Kids, Creative Storyworlds and Wearables project, explores children’s perspectives on wearable technology through their stories and other creative ideas inspired by wearable technology. Five children between the ages of four and seven were each given a smartwatch and were interviewed three times over the span of four weeks. Using a multi-method approach, inspired by the Mosaic approach to ethnography (Clark & Moss, 2011; Clark, 2005) and social semiotics (Kress and van Leeuwen, 2006; Kress, 1997), children were invited to share their ideas in a variety of ways (face-to-face discussion, oral storytelling, written text, drawings). This research viewed children as meaning-makers and sign-makers. Results supported and extended elements of Papert’s constructionist learning theory and Sutton Smith’s “play as a viability variable” theory (2008) and provided novel insights relevant to formal education practices. Empowerment is a key theme that emerged from this case study.","abstract_has_math":false,"creators":["Atkins, Bridgette"],"institution":"University of Ontario Institute of Technology","degree_name":"Master of Arts (MA)","degree_level":null,"degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":["Van Nuland, Shirley","Pedersen, Isabel"],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-04-01","date_published":"2017-04-01","updated_at":"2026-07-24T05:35:22Z","subjects":["Wearable technology","Child-computer interaction","Mosaic approach to ethnography","Constructionism","Empowerment"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10155/779","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Van Nuland, Shirley","Pedersen, Isabel"]},{"key":"dc:creator","label":"Author","values":["Atkins, Bridgette"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2017-07-12T19:22:59Z","2022-03-25T18:44:37Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2017-07-12T19:22:59Z","2022-03-25T18:44:37Z"]},{"key":"dc:date.issued","label":"Date","values":["2017-04-01"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Ontario Institute of Technology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Wearable technology","Child-computer interaction","Mosaic approach to ethnography","Constructionism","Empowerment"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10155/779"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This case study, which forms a part of the Kids, Creative Storyworlds and Wearables project, explores children’s perspectives on wearable technology through their stories and other creative ideas inspired by wearable technology. Five children between the ages of four and seven were each given a smartwatch and were interviewed three times over the span of four weeks. Using a multi-method approach, inspired by the Mosaic approach to ethnography (Clark & Moss, 2011; Clark, 2005) and social semiotics (Kress and van Leeuwen, 2006; Kress, 1997), children were invited to share their ideas in a variety of ways (face-to-face discussion, oral storytelling, written text, drawings). This research viewed children as meaning-makers and sign-makers. Results supported and extended elements of Papert’s constructionist learning theory and Sutton Smith’s “play as a viability variable” theory (2008) and provided novel insights relevant to formal education practices. Empowerment is a key theme that emerged from this case study."]},{"key":"dc:title","label":"Title","values":["Exploring young children’s ideas about wearable technology: a case study"]}]}],"canonical_facts":{"dc:contributor.advisor":["Van Nuland, Shirley","Pedersen, Isabel"],"dc:creator":["Atkins, Bridgette"],"dc:date.accessioned":["2017-07-12T19:22:59Z","2022-03-25T18:44:37Z"],"dc:date.available":["2017-07-12T19:22:59Z","2022-03-25T18:44:37Z"],"dc:date.issued":["2017-04-01"],"dc:description.abstract":["This case study, which forms a part of the Kids, Creative Storyworlds and Wearables project, explores children’s perspectives on wearable technology through their stories and other creative ideas inspired by wearable technology. Five children between the ages of four and seven were each given a smartwatch and were interviewed three times over the span of four weeks. Using a multi-method approach, inspired by the Mosaic approach to ethnography (Clark & Moss, 2011; Clark, 2005) and social semiotics (Kress and van Leeuwen, 2006; Kress, 1997), children were invited to share their ideas in a variety of ways (face-to-face discussion, oral storytelling, written text, drawings). This research viewed children as meaning-makers and sign-makers. Results supported and extended elements of Papert’s constructionist learning theory and Sutton Smith’s “play as a viability variable” theory (2008) and provided novel insights relevant to formal education practices. 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