ABSTRACT
Children bring a unique, arguably necessary, voice to the design of their technology. Many design teams employ co-design methods, where people who are intended users of technologies, in our case, children, are brought into the design of technologies throughout the iterative design cycle. This chapter reviews illustrative vignettes regarding the different ways in which content expertise can be shared with a design team. It illustrates three strategies for introducing session content and describes how each strategy provides enough content knowledge to address a design problem in a variety of content areas. Both children and adults were asked to provide content expertise on a project that investigated the design of an online chemistry program for high schoolers. The examples presented here illustrate how children can be involved in the design of innovative technology even if they do not, from the outset of the design process, possess the content knowledge to be incorporated into the technology.
