SocioTechnical Integration Planning

As depicted by the motto of the Chicago World’s Fair in 1933, “Science finds, industry applies, man conforms,” the introduction of technology and the social integration depends on the proposed user’s interaction and acceptance as part of a sociotechnical integration plan (Flichy, 2008).  Technological innovation has advanced business and education capabilities by expanding the traditional setting of the classroom and retail shop into an online environment for commerce and learning.  The case study presented seeks to evaluate the pervasive nature of technology, the availability of technology in disparate socio-economic settings, and technology adoption in educational environments.  

Sociotechnical Systems

Technology continues to expand the boundaries of the classroom by facilitating the integration of a digital learning environment where students can access and utilize online education resources beyond the traditional classroom's confines (Hayashi, & Baranauskas, 2013).  A sociotechnical system consists of the design process and compatibility with the organizational needs and adopted by the targeted population (Clegg, 2000). Hayashi and Baranauskas (2013) argued an understanding of the organization’s operations must exist for technological advancements and artifacts to serve the targeted population effectively. 

Case Study

In conducting the case study of integrating technology into the educational system, Hayashi & Baranauskas (2013) compared the formal and informal learning methodologies with the formal, informal, and technical classification of a cultural convention in adopting and integrating technology into the educational environment.  The informal category comprises beliefs and meanings established, intentions understood, and responsibilities are assumed (Hayashi & Baranauskas, 2013).  The formal dimension replaces purpose and beliefs with rigor and rules, while the technical element creates mechanisms to automate the formal system (Hayashi & Baranauskas, 2013). In the case study, 520 laptops were donated to a public school in a suburban city in Brazil, with users ranging from ages 6 to 14.  The research plan focused on understanding how to integrate technology, in this case, the donated laptops, into a culture and context where technological artifacts were previously not available.  The case study assessed the transformation of homework assignments from the traditional classroom and library setting to an online environment (Hayashi & Baranauskas, 2013). Additionally, the study looked into integrating school with interdisciplinary activities to incorporate technology into aspects of everyday life.  Students provided images of product labels to capture nutritional information on products and daily consumed food items (Hayashi & Baranauskus, 2013).

Case Study Evaluation

The research extended a well-designed and executed sociotechnical approach to integrating technology into a Brazilian public school.  By adopting an iterative methodology for integrating laptops into a traditional learning environment, the study strategically leveraged a design process focused on the objective with the target population into a culture where informal beliefs and formal rules of the traditional learning environment might have resisted change and challenges.  Issues concerning theft, device response and internet connectivity, and a lack of familiarity with the technology emerged throughout the study; however, the sociotechnical plan sought to push forward through the social, technological, and infrastructural challenges experienced in integrating technology into a previously disconnected educational environment. 

References

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

Flichy, P. (2008). Understanding technological innovation: a sociotechnical approach. Edward Elgar Publishing.

Hayashi, E. C. S., & Baranauskas, M. C. C. (2013). Affectability in educational technologies: A sociotechnical perspective for design. Educational Technology & Society, 16(1), 57-68. 



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