Cherns (1976) described a sociotechnical approach as one that considers system design as an intertwining of perspectives and recognizes the importance of human-technology interactions. The following discussion first introduces the principles that support a sociotechnical plan for some necessary background information. Next, a specific case study is reviewed to highlight its sociotechnical approach to the education system. Finally, concluding remarks provide a critical evaluation of the proposed plan.
Background
According to
Cherns (1976), there are nine key components of a sociotechnical system: (a)
compatibility of the design process and the underlying objective; (b) critical
specifications that are minimally defined; (c) the complete control over
unanticipated events that might significantly affect the outcome; (d) the
multifunctionality of system parts; (e) departmental boundaries that are
defined by technological, time-based, or territorial considerations; (f) an
information flow that begins with its delivery to the first spot where it could
possibly influence an action; (g) social support systems that are designed to
mirror the organization’s internal behaviors; (h) the provision of
responsibility only to those willing to be involved; and (i) the recognition that
the design process is an iterative and never-ending cycle. Clegg (2000) expanded
on these components, adding that more modern principles need to be considered.
For example, Clegg (2000) explained that system design is a process that is contingent,
systemic, reflective of the organizational needs, and shaped by social
practices. Furthermore, system design involves political processes, evaluation,
and multidisciplinary education.
Summary of Case Study
Hayashi and Baranauskas
(2013) contrasted formal, non-formal, and informal learning, pitching them as slightly
different techniques depending upon the level of scholasticism and whether the
learning takes place within the classroom walls. Hayashi and Baranauskas (2013)
also explained that the magnitude of these differences could be lessened by making
digital technology a more integral part of the classroom. Incorporating such
technology demands a sociotechnical approach so that it is not felt like a separate
nor detached educational experience. The sociotechnical plan was designed to
support the integration of 520 donated laptops into Padre Emilio Miotti School,
a public school located in the suburbs of Campinas, Brazil.
Hayashi and Baranauskas
(2013) drew inspiration from the Semiotic Onion that was originally designed by
Stamper (1993). Its three layers involve a separate consideration of the informal,
formal, and technical elements that simultaneously contribute to the design. The
technical dimension serves as the base and refers to the digital/technological
artifacts. The formal dimension encompasses the technical module and replaces
intention with tangible rules and processes. The informal dimension, which
encompasses both of the other two, represents the overall subculture of beliefs,
intentions, and responsibilities. Translating the layers of the Semiotic Onion into
a plan of action, the study was centered on the student and teacher users with
an objective of making the laptops a meaningful part of the curriculum and scholastic
environment. Special attention was also given to the notion of affectability
and the emotional and affective responses of the users were investigated.
Hayashi and Baranauskas
(2013) detailed four strategies to serve as supportive forces for the laptop
rollout. First, the homework assignments were transformed so that in addition
to providing time saving resources with web browser and search bar access,
students were also given the chance to conduct their own independent research
as an in-class activity. This enabled the teachers to offer more hands-on assistance
and take note of the students’ emotional responses. Second, the curriculum was
redesigned to be more collaborative across different departments and more integrated
with the students’ personal lives outside the classroom. For example, after
tasking the students to take pictures of their favorite foods’ nutrition labels,
the science classes used this information to study food composition and healthy
lifestyle choices. The language teacher piggybacked off this activity, asking
the students to write diary essays about their choices and habits. Third, the
students were encouraged to take their laptops along for outings and activities,
such as school trips and parades. The observed pride and happiness demonstrated
the students’ acceptance of the technology, as well as their sense of responsibility
and autonomy. Fourth, students began to volunteer their time and knowledge to
help their peers and teachers navigate the new technology. This organic trend reinforced
technical skills and also conferred essential social skills on the students.
Hayashi and Baranauskas
(2013) also articulated various challenges that arose throughout the study. For
example, technical issues included a lack of constant internet availability, lags
in the laptops’ response times, and limitations with respect to extension cords
and electrical outlets. Formal issues were also encountered, such as the possibility
of theft preventing some students from bringing home their laptops. Finally,
informal challenges were mostly due to the parents’ inability to assist with the
computerized assignments as well as certain teachers’ avoidance of the
technology shift.
Evaluation of Case Study
This
research was well grounded and well designed, offering a comprehensive dive into
a sociotechnical approach for integrating laptops within a Brazilian public
school. Many of the essential elements of a sociotechnical system were met,
including the design process and objective compatibility, the aspects of
multifunctionality, and the recognition of social influencers. The iterative
redesign component was also in play, as unanticipated challenges were met with
seamless pivots. The student volunteers are one example, as this force somewhat
organically arose as a solution to meeting the large demand for technological
support. The student-led support teams were not an original part of the plan, and
instead came about when situation was reassessed.
Critically speaking, certain areas of improvement were also identified. To be fully dimensional, it would have been beneficial to extend the surveys and interviews into the home and familial lives of the students. It would also be advantageous to lengthen the timeline of the research. Because this study only lasted for under a year, it could be even more enhanced if the users and entire system of design were followed more long-term. Another concern revolves around the privacy and security of the information within the students’ hands. Lastly, an explicit discussion of the potential threats, risks, and vulnerabilities is warranted, as well as the efforts made to educate the students on how to protect themselves when interacting in an internet-enabled environment.
References
Cherns, A. (1976).
The principles of sociotechnical design. Human Relations, 29(8),
783-792. https://doi.org/10.1177/001872677602900806
Clegg, C. W.
(2000). Sociotechnical principles for system design. Applied Ergonomics, 31(5),
463-477. https://doi.org/ 10.1016/s0003-6870(00)00009-0
Hayashi, E. C. S.,
& Baranauskas, M. C. C. (2013). Affectability in educational technologies:
A socio-technical perspective for design. Educational Technology & Society,
16(1), 57-68. https://eric.ed.gov/?id=EJ1016336
Stamper, R. (1993).
A semiotic theory of information and information systems. Proceedings of the
Joint ICL/University of Newcastle Seminar on the Teaching of Computer Science,
Part IX: Information, 1-33. https://research.utwente.nl/en/publications/a-semiotic-theory-of-information-and-information-systems
Comments
Post a Comment