USteve Howard and Jennie Carroll (UoM) uJohn Murphy and Jane Peck (CTP) JUST WHAT DO THE YOUTH OF TODAY WANT? (TECHNOLOGY APPROPRIATION BY YOUNG PEOPLE)

Steve Howard and Jennie Carroll (UoM)

John Murphy and Jane Peck (CTP)

JUST WHAT DO THE YOUTH OF TODAY WANT?

(TECHNOLOGY APPROPRIATIONBY YOUNG PEOPLE)

Questions: What do young people want from

information and communication technology?

Why do they adopt some technologies but reject others?

What roles do mobile technologies play in their lives as they move from childhood toward the adult world?

Overview of the Programme

Theoretical perspectiveSocial constructionism

Research MethodologyEmpiricalSituated and non-situated

Outputs so farVariables heeded during the earliest stages

of technology useProcess of ‘appropriation’

Non-appropriation, appropriation and disappropriation.

Overview of the Programme

Technology can do amazing things!

But is it a ‘wise’ purchase?

It can converge

And… converge

Toast:

The Human-Weather Interface

History will find us out!

History will find us out!

Overview of the seminar

1 Background CoF2000 CTP and UoM

relationship Outcomes

2 CoF 2001 Methods for

Stage 1 and 2 Rationale

3 Story so far Appropriation Factors and

examples Issues and

concerns

4 Next steps Stage 3 ARC

1. Background

Customers of the Future 2000

Identify and understand the hot and emerging issues confronting today’s youth.

Identify and exchange ideas on how the needs of young people are being met by technology.


Using a series of panels of respondents in both Melbourne and Sydney, studied young people and their attitudes towards the Internet and in particular studied them purchasing over the Internet.

Discovered aspects such as: security and trust of supplier communication and feedback reliable delivery local versus international sites strength of branding navigation and usability issues

What’s in it for us?

CTP Association with the The University of Melbourne, adding

rigour and kudos, recognition to the program, the findings will be a useful ‘promotional’ tool for Cambridge.

UoM Grounding in real world practice Resource multiplication Practitioner expertise

CTP and UoM Following each stage of the study we will be producing

press reports, and academic papers that will be made available to the public and particularly current or potential clients.

2. Customers of the Future 2001


STAGE 1- CURRENT SITUATION Completed Benchmarking Youth and technology The role of ICT’s

STAGE 2- SLIGHTLY CHANGED SITUATION Ongoing Appropriation ‘in focus’

STAGE 3- INVENTING THE FUTURE Pending Form and function of next generation ICT’s

Research Methodology

Combination of methods from various disciplines

Focus groups, questionnaires, participant observation, on-line diaries and scrapbooks

Moving beyond the organisational context Triangulate young people’s opinions,

experiences and recollections.

Data Collection TechniquesFocus groups

4 FG’s held, two each in Melbourne and Sydney. Participants- access to a mobile phone, regular Internet

use and a personal email address. Melbourne- 8 young people of each gender aged 16 to 18

and 10 aged 19 to 22 Sydney- 8 males aged 16 to 22 and 8 females aged 16 to

22. Issues- current use of mobile technologies, how they

learned to use them and how they updated their knowledge of them and their attitudes to, and perceptions of, these technologies.

Recollections of their own use of mobile technologies and their interpretations of use of mobile technologies by individuals and groups of young people.

Data Collection Techniques

Questionnaires Ss completed a questionnaire covering

demographic information mobile phone access mobile payment scheme use of SMS description of their ‘favourite’ piece of

technology.

Data Collection TechniquesScrap books

Empty ‘scrapbook’ and a disposable camera with built in flash. ‘Paint a picture in your own words and visual associations of

mobile technologies, what they mean to you and how they relate to your everyday life’.

Minimum- develop the photographs and place them in the scrapbook with a caption

Ideally include pictures cut from magazines, stories and poetry about technology and anecdotes of mobile technologies and their place in participants’ lives.

Aim- provide an alternative way to access the participants’ perceptions of, understanding of and attitudes to mobile technologies.

Also sensitised the participants to the role of technology in their lives. A female participant commented: “you can’t live without it, everything relies on technology.

Doing the scrapbook made me realise how important technology is.”

Data Collection TechniquesParticipant observation/Contextual Enquiry Participant observation allowed in-depth observation of

natural settings over time But- intermittent or difficult-to-observe phenomena

(hence e.g. Focus Groups) Six participants were observed in different activities

(leisure, social and educational) and in different contexts.

Researcher participated as an outsider in the activities, asking questions to clarify the participants’ actions and motives (see also Holtzblatt and Beyer 1993).

Outcome is the researcher’s interpretation of the use and role of mobile technologies in the lives of the young people.

Data Collection TechniquesOnline diaries

Participants completed an online diary of their use of mobile technologies for two days of the week for three weeks.

Provide a ‘factual’ record of participants’ use of mobile technologies including the time, place and description of the use.

Complemented observation use of mobile technologies was irregular occurred at times where observation was not

feasible Affected by ‘communication gaps’ resulting from

differences in the age and culture of the young people and the researcher may occur (de Laine 1997).

Data Collection Techniques

After 9 weeks Second focus group Returned scrapbooks and explained the

contents to the researchers and the rest of their group.

The diaries and observation, along with the findings from the first focus group and the scrapbooks, were used as inputs to trigger discussion in the second group.

Objectives of Stage 1- Current Situation

To gain an understanding of how ICT’s fit into the lives of today’s youth (16 to 22year olds) .

What changes have they brought about in the lives of today’s youth?

How do they use them? What are their attitudes towards and

perceptions of Information and Communication Technologies?

Objectives of Stage 2- Slightly Changed Situation

Appropriation ‘in focus’ Short term changes How and what do they use? What are their attitudes towards WAP phones

and capabilities


Internet enabled phone to use for 1 month. Donated by Kyocera, a new company trying to

establish themselves on the Australian market. We will cover questions of particular interest to

them, in the use of the phones. The airtime is being given by Telstra


Focus Groups Hand out the phones Record the initial discovery process using

verbal protocol methods Record the initial expectations

Participant observation Diaries- using their itemised phone bills to study

‘outgoing’ use Expert Panel – brainstorming session- to see

Stage 3

Appropriation Factors and examples Issues and concerns

3. The Story so Far

Focus on appropriation

Very early, it became clear that young people use ICTs for more than information gathering and communication

We proposed a model of technology appropriation: Young people take possession of a

technology and shape its use to their own purposes and needs

Technology-as-designed

Technology-in-use

Process ofappropriation

Appropriation: transforming technology Technology-as-designed

Technology as designed, developed and delivered to the market and users

Technology-in-use Stabilised technology, embedded in young

people’s everyday lives Process of Appropriation

The process of trying out a technology, adapting or shaping it to the individual’s or group’s needs and then incorporating it as a routine part of their lives

Three possible options

We conjectured that, faced with a new technology, a user may take one of three options:

A lack of interest and thus Non-appropriation occurs.

Alternatively, users may perceive interesting possibilities and so they enter a Process of Appropriation where the technology is explored, evaluated and either:

Rejected and thus Disappropriation occursor Adopted and thus Appropriation occurs.


Technology-in-use


Disappropriation

Non-appropriation

Appropriation

Our observations (1)

Some initial evaluation or filtering incremental refinement or frame-

breaking innovation? our stuff or their stuff?attractors

Decide to ‘play’ with the technology explore, evaluate, adapt or reject=> appropriation or disappropriation

criteria


Appropriation and disappropriation criteria

Technology-in-use


Non-appropriation

Disappropriation

Attractors

Filter

Appropriation


Use over time may lead to persistent or routine use:

As a result, the technology is embedded in young people’s everyday lives

This embedding may be conditional and require ongoing reinforcement

Change in reinforcers or the introduction of new technologies that support young people’s lives more closely may result in disappropriation.


Reinforcers


Technology-in-use


Non-appropriation

Disappropriation

Attractors

Filter

Appropriation


The dynamics of different social, cultural, national and gender groups may result in different processes of appropriation

Therefore, multiple technologies-in-use may be observed


Reinforcers


Technology-in-use


Non-appropriation

Disappropriation

Attractors

Filter

Appropriation

Factors and examples

Studying young people’s actions in context: qualitative data was used to build theory

Themes emerged from the data over time – the analysis is ongoing.

Issues or factors that influence each step of young people’s appropriation of technology were noted

Attractors

Lifestyle rather than task-driven decisions Convenience: “I like to speak to anyone else at

any particular time I choose to”Mobiles are “convenient, easy to use and versatile”

Usefulness: “My mobile is my life, I would be lost without it. It is very convenient and useful”“Mobiles are a necessity, not just for kids but for everyone.”

Fashion/style: “You want something that looks good.”“I don’t want to be seen with a crap phone.”

Attractors (2)

Adaptability: can be tailored to the individual’s or group’s needs e.g. ring tones

Familiarity: incremental or radical change ‘Our stuff’: mobiles, chat, SMS.

Parents are scared of new technology but “we’ve used it since we were little.”“They ask ‘What do I do next?’ As soon as they’re alone with it, you just know that they’re going to stuff it up.”

“We are not scared to make mistakes.”

Appropriation criteria

Social management: “Meet here.” “It is the only way to contact friends.”“A mobile phone builds friendships because you can talk to them more… It’s more personal because it is you being called not your home.”

Lifestyle organiser: “It’s my diary, I store everything in my phone.” “I store all my numbers, reminders there and so it has become easier to make plans”

Critical mass: “Everyone has one [a mobile phone].” It is “a pre-requisite for a social life.”

Appropriation criteria (2)

Leisure: “It eases my boredom – waiting for someone all by myself, so I can pull out my phone.” “You just ring people if you want to talk, really bored and want something to do, get off the TV and talk to people.”

Safety and security: “My mobile … makes me feel more secure when I’m out, so I know if I get lost or in trouble I can call for help.” “My Mum gets paranoid so I have to ring her when I’m there.”“24X7 access.. It is important to have that security.”

Contact: “I use my phone .. To contact many people for work, business, leisure etc.” “Dad, come and pick me up.”

Ode to mobile phones

Oh, mobile phone,I am all alone,

Where are you?

Disappropriation criteriaNegative perceptions do not appear to affect young people’s

use of ICTs: “You get used to the problems of technology – you work around them.”

Hidden cost: “You don’t realise how much SMS costs. You think it’s only 20 cents a message but it does cost a lot of money eventually.” “It’s addictive, like drugs”

Health: “The health implications of using a mobile phone every single day. If you use it too much, you’re exposed to radiation.” [Does it affect your use?] “Yeh… It tries, but I can’t, I just talk too much. I should get off because I keep thinking that my ear’s getting warm but then, my conversation is too important.”

Reception: poor reception and problems with plans. Difficulty of learning: “It’s easy, once you get the hang of

it.” Many participants taught parents and grandparents how to use ICTs.

Usability: size of buttons for SMS

Higher-order reinforcersPervasive use may be conditional on ongoing

reinforcement: Identity and a sense of belonging:

“I feel kind of naked without my phone.”“It gives you an identity: this is who I am, this is my number.”

Power over parents, teachers and other young people“My Mum calls when I’m out drinking. Let it go and SMS her.”“If you’re bored in class then you SMS across the room: “I’m really bored’.” “People you don’t like, you can have a certain ring tone so you know as soon as it rings that you don’t want to answer it.”

Cohesion in the face of fragmentation: distinct work, educational, social & personal groups


Reinforcers•identity•power•cohesion

Appropriation criteria•contact•social management •critical mass•safety & security•leisure

Technology-in-use


Non-appropriation Disappropriation

Attractors/repellants•cost•convenience•usefulness•fashion/style•adaptability•familiarity•‘our stuff’

Filter Appropriation

Disappropriation criteria•hidden cost•health•reception•ease of learning•usability

Issues & concerns

Not a ‘stages’ model: We are not proposing a linear or pre-

determined path from initial familiarity to persistent use

Described conceptually as: making initial acquaintance with the

technology playing and exploring and then evaluating

(deciding to use or not) persistent use

Issues & concerns (2)

Weighting of, and interaction between, the influences is poorly understood

Understanding can only be induced from field work as there are disparities between stated priorities, post hoc recollections and actual practices

Appropriation

Needs: young people’s needs and desires within given constraints or resources

Technology:affords & constrainsyoung people’s actions

Context: group settings and scattered spaces in which young people’s personal, social, educational & work activities take place

Appropriation: an outcome of the interplay between technology, needs and context

Issues & concerns (3)

influences of personal and group priorities, contextual factors, available resources

in particular, the overwhelming influence of the group: herd instinct or peer group pressure critical mass fashion, style, visible sign of

belonging to a desired social group

4. Next Steps

Highly innovative ICTs cannot be treated simply as incremental improvements over existing products.

Proceed by ‘envisioning’ the use of the proposed product and examining hypothetical interactions with potential or surrogate users

That envisionment can be seeded by stages 1 and 2

In stage 3 we explore the use of ‘scenarios’ for envisioning innovative ICTs.

Next Steps- Stage 3

Next Steps- Stage 3

Scenarios written at three levels of abstraction: Higher order reinforces

Attractors/Repellents, Appropriation Criteria

Instances of… ‘Acted out’ by young people and others Analysed for:

Issues and concerns ‘Work’ patterns, individual and social Desires Opportunities and consequences

Next Steps- Stage 3Scenario 3. WAP Phone Solution

Factors: Level 2: Social Management. Level 3: Fragmentation.

Purpose: As a developer I want to understand the functionality requirements for social management and the impact they have on the user’s experience of fragmentation.

Francesca has a chest infection and is on her way to her GP. Its 4pm on Friday afternoon. So she does not spend too much time at the surgery, she reviews her position in the queue using her WAP phone, which downloads in real time the current status of the waiting room. She’s next to be seen. She should be at work at the moment, but having updated the calendar program in her WAP phone, the device sends a note to her boss indicating she will not be in and giving reasons why. This will also register on her time card and be reflected in her pay at the end of the fortnight. She is due to join friends tonight at the Pink Dragon, but now is not sure she’ll get there on time. Her Friday night friendship group broadcast their movements to a WAP list so she’ll be able to catch them later, wherever they are. One of her friends is expecting her to bring along a copy of her Uni assignment, which she was to collect from Uni this afternoon but she did not manage to get to Uni. Using her WAP phone, she logs on to the Uni server and directs a copy of the assignment to her friend’s email address. Her mother calls to discuss last night’s 4am homecoming but Francesca has blocked calls from her mother’s phone for the day, expecting to be given a hard time.

Next Steps- Stage 3

Analyse

Develop

Deliver

Disappropriated

Development Process

Not appropriated

Technology in use

Persistent Use

Task Artefact Cycle

Requirements

Possibilities

Reinforcers

Appropriation Criteria

Attractors

Appropriation Process

Technology as designed

Thanks for listening

Documents

USteve Howard and Jennie Carroll (UoM) uJohn Murphy and Jane Peck (CTP) JUST WHAT DO THE YOUTH OF TODAY WANT? (TECHNOLOGY APPROPRIATION BY YOUNG PEOPLE)