Affectibility in Educational Technologies: A Socio-Technical Perspective for Design

Digital artifacts have the potential for augmenting the interest of students and the quality of learning environments. However, it is still common to find technology being inserted in learning settings without a closer connection to the learners’ contemporary world. In this paper we report on results of a qualitative research conducted to address questions such as: How could a new technology be introduced in schools in a way that it makes sense to the users? Could it contribute to more integrated learning scenarios? The study took place at an elementary public school in the city of Campinas, in São Paulo, Brazil, and involved more than 500 people. Data were collected from participatory Workshops, informal interviews and pictographic questionnaire. The results suggest that it is possible to combine school’s formal and informal practices into meaningful learning by using the XO educational laptop. The activities helped teachers and students realize that the use of technology can be recreated, influenced by their own feelings, values and culture. A discussion is conducted towards new perspectives on understanding learning practices mediated by technology and the role of the concept of ‘Affectibility’ in the design of educational systems.