Participatory design (PD) approaches to co-creating knowledge are productive in educational technology research and practice because they incorporate student and teacher opinions into instructional design.
Dindler contends that PD has a lot to contribute to advancing a technology and digitalization agenda in children’s education. For instance, the authors focus on three specific factors.
To begin, PD has a long history of engaging in processes that strive to build new ideas, skills, perspectives, and democratic consciousness among people through their involvement with technology and design.
Second, PD provides an extensive portfolio of techniques, methodologies, and practices for how individuals might gain these abilities and ideas through active participation in design activities.
Third, PD provides techniques for recognizing how difficulties, such as equipping students to survive in a digitalized world, necessitate participation on several levels, ranging from political arenas to day-to-day school activities.