The experience of interacting with technological artefacts

This article reports on an investigation into the different ways that pupils interact with technological artefacts. The results are discussed in the context of the need for first-year ‘introduction to engineering’ courses to develop ways to provide students with an environment that facilitates their meaningful interaction with technological artefacts. Fifteen South African pupils, selected to ensure variation with respect to their socio-economic backgrounds, were interviewed after having interacted with a structured technological activity. The interviews were analysed using a phenomenographic approach to obtain an understanding of their interactions with technological artefacts from their perspective. The outcome of the analysis was a set of categories that characterise the key aspects of the different ways in which the interaction was experienced. The findings show that the interaction with a technological artefact can be through direction, through instruction, through tinkering, or through engaging.