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dc.contributor.advisorMitchel Resnick.en_US
dc.contributor.authorRoque, Ricarose Vallartaen_US
dc.contributor.otherProgram in Media Arts and Sciences (Massachusetts Institute of Technology)en_US
dc.date.accessioned2017-03-20T19:40:54Z
dc.date.available2017-03-20T19:40:54Z
dc.date.copyright2016en_US
dc.date.issued2016en_US
dc.identifier.urihttp://hdl.handle.net/1721.1/107577
dc.descriptionThesis: Ph. D., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2016.en_US
dc.descriptionCataloged from PDF version of thesis.en_US
dc.descriptionIncludes bibliographical references (pages 127-132).en_US
dc.description.abstractThe ability to create, design, and express oneself with technology is an important fluency for full participation in today's digitally mediated society. Social support can play a major role in engaging and deepening what young people can learn and do with technology. In particular, parents can play many roles, such as being collaborators, resource providers, and co-learners with their kids. In this dissertation, I explore the possibilities of engaging kids and their families as computational creators - providing opportunities and support to enable them to create things they care about with computing, to see themselves as creators, and to imagine the ways they can shape their world. I especially focus on families with limited access to resources and social support around computing. I describe the design of a community-based outreach program called Family Creative Learning, which invites kids, their families, and other families in their community to create and learn together using creative technologies. I use a qualitative approach to document the complex and diverse learning experiences of families. Through studies of family participation, I examine how kids and their parents supported one another and how the Family Creative Learning environment, activities, tools, and facilitation supported families in their development as computational creators. As families built projects, they also built perspectives in how they saw themselves, each other, and computing - developing identities as computational creators.en_US
dc.description.statementofresponsibilityby Ricarose Roque.en_US
dc.format.extent132 pagesen_US
dc.language.isoengen_US
dc.publisherMassachusetts Institute of Technologyen_US
dc.rightsMIT theses are protected by copyright. They may be viewed, downloaded, or printed from this source but further reproduction or distribution in any format is prohibited without written permission.en_US
dc.rights.urihttp://dspace.mit.edu/handle/1721.1/7582en_US
dc.subjectProgram in Media Arts and Sciences ()en_US
dc.titleFamily creative learning : designing structures to engage kids and parents as computational creatorsen_US
dc.title.alternativeDesigning structures to engage kids and parents as computational creatorsen_US
dc.typeThesisen_US
dc.description.degreePh. D.en_US
dc.contributor.departmentProgram in Media Arts and Sciences (Massachusetts Institute of Technology)en_US
dc.identifier.oclc974646609en_US


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