[Reader-list] Call for Abstracts (CYE) Children in Technological Environments

Sat Oct 13 12:58:03 IST 2007

---------- Forwarded message ----------
From: nathanfreier <freien at rpi.edu>
Date: Oct 12, 2007 11:10 PM
Subject: [cyef] Call for Abstracts (CYE) Children in Technological
Environments
To: cyef at yahoogroups.com

  Call for Abstracts for a Special Issue of
Children, Youth and Environments
http://www.colorado.edu/journals/cye/

Children in Technological Environments:
Interaction, Development, and Design

Guest Editors

Nathan G. Freier
Rensselaer Polytechnic Institute

Peter H. Kahn, Jr.
University of Washington

Children are coming of age in increasingly sophisticated and pervasive
technological environments. They're immersed, for example, in video
gaming, web browsing, and instant messaging. Many have cell phones
and laptop computers. Their avatars represent them in virtual spaces.
They care for digital pets in a virtual world, and play with embodied
robot pets, which move autonomously through the physical world. These
technological environments have come a long way, fast. It's not just
TV anymore. On the immediate horizon are responsive computational
devices that mimic a social other, such as navigational devices in
cars that speak with a human voice. "Smart homes" of the future will
have interfaces that speak to us and respond to our actions and
conversation. Humanoid robots may well become nannies for our
children, and their tutors and playmates, and â€" if we're not careful â€"
their slaves. It seems likely, too, that inequities will persist in
children's access to technology.

There are promises and perils ahead for children in technological
environments. This issue of Children, Youth and Environments takes up
this theme.

Expressions of interest in the form of one-page abstracts should be
sent no later than December 7, 2007 to Nathan Freier
<freien at rpi.edu<freien%40rpi.edu>
>
and Peter Kahn <pkahn at u.washington.edu <pkahn%40u.washington.edu>> and
copied to
CYE at Colorado.edu <CYE%40Colorado.edu>. A selection of abstract authors will
be invited to
submit full papers for peer review. Full papers will be due by June
15, 2008. Abstracts should mention how the ideas in the full paper
will apply directly to research or practice.

Possible paper topics include, but aren't limited, to the following:

Knowledge and Education
How can technological environments (e.g., collaborative learning
environments) support the development of children's learning,
creativity, and imagination?
Has instant messaging, text messaging, spell correction, and
access to the WWW changed how children read and write, and attend to
information?
Do video games support or hinder children's learning and
communication skills?
Do children's interactions with technological environments lead
them to construct new forms of knowledge (e.g., for entities, such as
personified robots, that have properties that appear both animate and
inanimate)?

Social and Moral Development
How do communication technologies impact the development of
children's social and moral reasoning about and relationships with
other people?
Do children engage personified technologies in fully reciprocal
social and moral interaction, or treat the technologies as a
subservient "other"?
How should we design personified technological systems to support
children's social and moral development?

Culture and Community
What role does family, community, and culture play in the impact
of technology on children?
Are there cultural differences in children's technological
environments, and if so, do those differences lead to the development
of differing world views?
How can technological environments be designed to increase
children's engagement in political discourse and democratic processes?
Have online communities and digital pen pal projects been
successful at breaking down stereotypes and engendering positive
perspectives on diversity?

Access and Equity
How should one think about the expansion of technological
environments to low-income countries? For example, on the one hand,
the digital divide seems important to narrow. On the other hand, if
certain technological environments are harmful, what's so good about
making them globally pervasive? Do some technologies skirt the
question?
Do technologies promote inequity through reliance on racial and
gender stereotypes?
What principles should be used to guide interaction design and
access for children?

Relationships to Nature
Can robotic pets provide children with an adequate substitute for
interaction with live animals?
Can technological nature substitute for actual nature in
children's lives?
Can technological environments facilitate children's awareness of
and action toward protecting natural environments?

Therapy and Health
Are there therapeutic applications of robots or other
technologies in children's lives (e.g., with autistic children)?
Do violent video games undermine children's physical and
psychological wellbeing?
How can ubiquitous technologies be designed to promote children's
health (e.g., reduce obesity, protect against STDs)?

Art and Expression
How can technological environments be designed such that children
can generate new forms of personal and communal artistic expression?
How does access to a networked world change children's
perceptions of art, especially as it relates to their understanding of
their own culture's traditional forms?

Future Scenarios
What does the future hold (over perhaps the next twenty years) in
terms of children's technological environments?
As technologies change in the future, how will children and the
subsequent society led by those children change in kind?

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Sudeshna Chatterjee, PhD
New Delhi, India