Please use this identifier to cite or link to this item: https://dl.eusset.eu/handle/20.500.12015/2690
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dc.contributor.authorKafai, Yasmin B.
dc.contributor.authorPeppler, Kylie A.
dc.contributor.authorChiu, Grace M.
dc.date.accessioned2017-04-15T12:05:12Z-
dc.date.available2017-04-15T12:05:12Z-
dc.date.issued2007
dc.identifier.isbn978-1-4471-6239-1
dc.description.abstractIn this paper, we will apply Oakes’ (1992) technical, normative, and political dimensions of school reform to the case of the Computer Clubhouse, a community technology center, to illustrate how the barriers to change in after-school settings are similar to that in schools. We were concerned with the need to help young people become more technologically fluent, particularly in their ability to computer program. Our analysis builds on two years of observation and community development at the Computer Clubhouse, where programming had initially not taken root. In our discussion, we will focus on the impacts of the normative and technical aspects of change, such as the introduction of a new programming environment oriented towards media production, and the increased amount of mentor support.
dc.language.isoen
dc.publisherSpringer London, Dordrecht Amsterdam
dc.relation.ispartofCommunities and Technologies 2007: Proceedings of the Third Communities and Technologies Conference
dc.relation.ispartofseriesCommunities and Technologies
dc.titleHigh Tech Programmers in Low-Income Communities: Creating a Computer Culture in a Community Technology Center
dc.typeText
mci.conference.locationMichigan State University, USA
mci.conference.sessiontitleFull Papers
mci.reference.pages545-563
dc.identifier.doi36.1007/978-1-84628-905-7
Appears in Collections:C&T 2007: Proceedings of the Third Communities and Technologies Conference

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