Literaturnachweis - Detailanzeige
| Autor/inn/en | Naseem, Azra; Ahmad, Sohail; Yousuf, Shahtaj; Ali, Haider; Mian, Asad Iqbal |
|---|---|
| Titel | Facilitating Social Innovation through a School Emergency Preparedness Hackathon in Pakistan |
| Quelle | In: Technology, Pedagogy and Education, 32 (2023) 1, S.17-28 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Naseem, Azra) ORCID (Ahmad, Sohail) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1475-939X |
| DOI | 10.1080/1475939X.2022.2123033 |
| Schlagwörter | Foreign Countries; Emergency Programs; School Safety; Innovation; Problem Solving; Interdisciplinary Approach; Creativity; Cooperative Learning; Natural Disasters; Student Motivation; Student Satisfaction; Pakistan |
| Abstract | In 2020 Pakistan's first-ever hackathon on school emergencies was organised, where schools and community stakeholders collaborated to deconstruct problems and develop solutions. The study aimed to investigate participants' motivation for and experiences of the hackathon. Qualitative and quantitative data were collected from hackers, mentors, judges and organisers before, during and after the event. Findings indicate diversity amongst participants in terms of age, gender and experiences. The hackers' motivations were both intrinsic and extrinsic. The challenges were insufficient time, absence of investors, inconsistent mentoring, low participation from public schools and imbalanced gender participation. The hackathon provided a unique opportunity for multidisciplinary collaborative problem-solving and accessing experts for creativity and innovation. Future research should focus on increasing participation and fostering social innovations through school-based civic hackathons. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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