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Design and the Domestication of Information and Communication Technologies: Technical Change and Everyday Life
... Therefore, it is proposed to see these elements as technological devices, i.e., technological objects designed under a communicative function and that are appropriate according to the needs, possibilities and realities of the subject; therefore, their use is heterogeneous and determined both by the material and historical conditions of those who decide to use them. From Cultural Studies, the notion of technological device can be related with the process of technological domestication (Silverstone and Haddon, 1996;Silverstone, 1996Silverstone, , 2004 and mobile privatization (Williams, 2011). This conceptual articulation becomes empirically relevant in the pandemic: the lockdown to avoid contagion gave a new symbolic burden to the home and transformed it into the daily-life operation center. ...
... In general terms, the model of technology domestication recognizes three particular processes: objectification (spatial reconfiguration of the home so that technological devices can 'take their place'), incorporation (symbolic dislocation of individual/family rituals to integrate technological devices and use them) and conversion (legitimization of family members in public space through the uses of devices as a symbol of cultural integration); all these dynamics are closely linked and derive from technological 2 appropriation, i.e., the transition of a device from public space to the private sphere that represents the home (Silverstone and Haddon, 1996;Silverstone, Silverstone, 2004). Thus, domesticating technology describes the process that reduces the uncertainty of a new technological device and alien to the individual through its progressive integration into specific practices and common spaces such as the home. ...
... The importance of the home in the domestication process rests is because the first encounter of the contemporary subject with a technological-communicative object takes place in the domestic space (Olmedo-Neri, 2022). This means that technological devices are not isolated to family and social dynamics, on the contrary, they are spatially articulated and according to the meaning of each space or the practice that develops there individually/collectively. Silverstone and Haddon (1996) define these processes as objectification and incorporation, respectively. ...
Communication in pandemic. Technological and symbolic implications in the experience of young university students Comunicación en pandemia. Implicaciones tecnológicas y simbólicas en la experiencia de jóvenes universitarios Abstract Communication, its technological structures, and its symbolic values have been dislocated by the digi-tization of everyday life as a consequence of the pandemic. This context impacted the university youth experience, so it is important to analyze the sociocultural changes regarding the use of Information and Communication Technologies (ICT) of a group of university students, the connection time, the device used and their relationship with the domestic space during the pandemic in Mexico. For this, a theoretical framework is articulated from Cultural Studies for analyzing the youth-technology relationship during the pandemic and identify its relevance within the contemporary youth experience. The methodology used has a mixed approach with a group of Mexican university students of the Communication bachelor (N=29), where a form and a focus group were used to recover their experiences. The results show that the pandemic abolished the borders between the intimate and the public, generating negotiation processes between family members on the use of devices and domestic spaces. In addition, university, family and social activities increased the connection time of students, but also re-signified domestic spaces due to the overlapping of activities. Finally, it is recognized that the bedroom of the participants becomes the strategic space for the youth experience in the pandemic because the university, family and socialization activities took place in the same space.
... Por ello, se propone pensar estos elementos como dispositivos tecnológicos, es decir, objetos tecnológicos diseñados bajo una función comunicativa y que son apropiados de acuerdo con las necesidades, posibilidades y realidades del sujeto; su uso, por lo tanto, es heterogéneo y determinado tanto por las condiciones materiales e históricas de quien decide utilizarlos como por la finalidad que pretende conseguir a través de ellos. Desde los Estudios Culturales la noción de dispositivo tecnológico puede articularse con el proceso de domesticación tecnológica (Silverstone y Haddon, 1996;Silverstone, 1996Silverstone, , 2004 y la privatización móvil (Williams, 2011). Esta articulación conceptual cobra relevancia empírica en el contexto pandémico: las medidas de confinamiento para evitar el contagio le dieron una nueva carga simbólica al hogar y lo transformó en el centro de operación de la vida cotidiana. ...
... En términos generales, el modelo de domesticación de la tecnología reconoce tres procesos particulares: la objetivación (reconfiguración espacial del hogar para que los dispositivos tecnológicos puedan 'hacerse de su lugar'), la incorporación (dislocación simbólica de los rituales individuales/ familiares para integrar los dispositivos tecnológicos y cargarlos de sentidos) y la conversión (legitimación de los integrantes de la familia en el espacio público a través de los usos de los dispositivos como símbolo de integración cultural); todos estas dinámicas están estrechamente vinculadas y derivan de la apropiación tecnológica 2 , es decir, el tránsito de un dispositivo del espacio público a la esfera privada que representa el hogar (Silverstone y Haddon, 1996;Silverstone, 2004). Así, domesticar la tecnología describe el proceso que reduce la incertidumbre de un dispositivo tecnológico nuevo y ajeno al individuo mediante su progresiva integración en prácticas específicas y espacios comunes como lo es el hogar. ...
... La preponderancia del hogar en el proceso de domesticación descansa en que el primer encuentro del sujeto contemporáneo con un objeto tecnológico-comunicativo se da en el espacio doméstico (Olmedo-Neri, 2022). Esto significa que los dispositivos tecnológicos no están aislados a las dinámicas familiares y sociales, por el contrario, están articulados espacialmente y de acuerdo con el significado de cada espacio o la práctica que allí se desarrolla de manera individual/colectiva - Silverstone y Haddon (1996) definen estos procesos como objetivación e incorporación respectivamente-. ...
La comunicación, sus estructuras tecnológicas y sus valores simbólicos se dislocaron por la digitalización de la vida cotidiana como consecuencia de la pandemia. Este contexto impactó la experiencia juvenil universitaria, por lo que resulta importante analizar los cambios socioculturales en cuanto al uso de las Tecnologías de la Información y la Comunicación (TIC) de un grupo de universitarios, el tiempo de conexión, el dispositivo utilizado y su relación con el espacio doméstico durante la pandemia en México. Para ello se articula un marco teórico desde los Estudios Culturales para analizar la relación jóvenes-tecnología durante la pandemia e identificar su relevancia dentro de la experiencia juvenil contemporánea.La metodología utilizada tiene un enfoque mixto con un grupo de estudiantes universitarios mexicanos de la licenciatura en Comunicación (N=29), donde se empleó un formulario y un grupo focal para recuperar sus experiencias. Los resultados muestran que la pandemia suprimió las fronteras entre lo íntimo y público, generando procesos de negociación entre los miembros de la familia sobre el uso de dispositivos y los espacios domésticos. Además, las actividades educativas, familiares y sociales incrementaron el tiempo de conexión de jóvenes universitarios, pero además resignificaron los espacios domésticos por el solapamiento de actividades. Finalmente, se reconoce que la habitación de los participantes se vuelve el espacio estratégico para la experiencia juvenil en la pandemia porque las actividades universitarias, familiares y de socialización se desarrollaron en un mismo lugar.
... In this article we ask how contemporary drivers domesticate (Silverstone and Haddon, 1996;Lie and Sørensen, 1996;Berker et al., 2006) technologies of automation, as well as how this might inform our analysis of potential shifts to a more automated mobility system. We do so by studying the mundane ways that automation has become part of driving over the past decade and by exploring ways that drivers make sense of, use or resist automation technologies that are already mainstream in contemporary car models. ...
... Our analysis is grounded in a socio-technical perspective (Sovacool et al., 2020), meaning that we are interested in exploring how relationships between technologies and their users are formed and how both the users' understanding of the technologies and their driving practices are shaped through appropriating new technologies. More specifically, our analysis mobilises domestication theory (Silverstone and Haddon, 1996;Lie and Sørensen, 1996;Berker et al., 2006), which enables a detailed understanding of the micropractices of technology appropriation. Our analytical strategy thus stands in contrast to most social scientific research on automated mobility that does not focus on actual practices but is rather more futures-oriented and focuses on analysing systemic changes, addressing overarching transformations in mobility practices and anticipating issues related to their wider economic, technological, societal and ethical implications. ...
... Domestication theory allows for an analysis of DA systems that zooms in on the use of technology. The approach focuses on how technological objects are transformed from something 'wild' into something 'tame' as users construct shared understandings of the technologies and how they are supposed to be used (Silverstone and Haddon, 1996;Sørensen, 2006: 46). Importantly, it evolves around an open-minded analytical process that is attentive towards the unexpected outcomes produced through technology appropriation. ...
This article focuses on how car drivers domesticate technologies of automation and the way this might inform our understanding of potential shifts to a more automated mobility system. The current literature on automated mobility has mainly addressed drivers’ roles in terms of their attitudes towards—and acceptance of—an anticipated shift to high-level driving automation. In this article, however, we take a step back from expectations around automated mobility to explore the domestication of driving assistance technologies and systems already in use. The analysis is built on qualitative interviews with drivers of private cars in Norway. Based on our findings, we develop a typology of user-technology characterizations highlighting three themes of the drivers’ use (comfort, safety, and novelty) as well as two modes of engagements (modulation and non-use). Our analysis suggests that automation is likely to be an incremental and gradual process and that its eventual application depends on the specificities of the practices that it seeks to disrupt. Moreover, we argue that the governance of automated mobility needs to be attentive to the dynamic and unpredictable roles technology will have in processes of socio-technical change. In this context, we highlight the key roles of users in shaping processes of appropriation of both new technologies and broader innovations and argue that knowledge about technology domestication provides important insights to changes towards automation in our current mobility systems.
... The spatial context is the locally bounded context in which issues of stakeholders have relevance. It recognises that the location has resulted from the progressive domestication or taming of the natural environment (Silverstone & Haddon, 1996) and that current perceptions are of the present and the past (historical and archaeological). Whilst the local context provides the fabric in which authenticity is perceived (i.e. the artefactual legacy of the past), it is complemented by intermediaries (e.g. ...
... The site has evolved from its first inhabitation, becoming progressively domesticated with its natural features becoming tamed (Silverstone & Haddon, 1996). Observation of the site reveals the mix of the contemporary with the historical in terms of its artefacts (e.g. ...
The aim of this paper is to explore the concept of authenticity using the complex context of Edinburgh’s Royal Mile, a popular tourism destination as well as part of a UNESCO World Heritage site. This is an important study as the view that tourists are requiring authentic experiences appears to becoming more widespread, especially by policy makers. This study is based upon a mixed methodology, which involves observation, interview and the use of online sources. It presents a framework with which to analyse and understand authenticity in the context of a complex location such as the Royal Mile. The analysis reveals a wide range of issues, in particular the distinction between the meaning attached to that which represents the local heritage and culture and that which discards this meaning in pursuit of the ‘fast buck’. This is the first study which has attempted to understand the complexity of a high profile multi-use space, of which the tourist is only one stakeholder. It calls for a sophisticated approach to understanding authenticity that is multi-lens and multi-dimensional. It provides an insight for policy makers, practitioners and analysts into how a complex place such as the Royal Mile, can be analysed drawing upon established conceptualisations of authenticity.
... Hence, the term "adaptation" in this study is understood as a continuous and progressive process involving mutual adjustments, accommodations, and improvisations [16], and requires user involvement in (iterative) design activities [17]. As this process is grounded by the user's assignment of meaning and significance to technological artefacts, it is a matter of pleasurable products [18] and user experience [19]. We term it user-informed adaptation to better express its meaning. ...
IoT (Internet of Things)-enabled products are increasingly used by consumers and continuously propagate in daily life. Billions of networked objects not only increase the complexity of development but also raise user interaction and adaptation to individual needs. The more non-expert users are involved in decision making, interaction, and adaptation processes, the more user-centric IoT design is crucial, particularly when the number of elderly users is steadily increasing. In this paper, we study the capabilities of adopting IoT products through user-informed adaptation in a major IoT application domain, home healthcare. We review evidence from established practice in the field on how users can be supported when aiming to adapt medical IoT (M-IoT) home applications to their needs. We examine the empirically grounded use of IoT sensors and actuators, as well as the adaptation process users adopt when using an IoT application in a personalized environment. Our analysis (technological evidence) reveals various IoT devices that have already been applied in M-IoT adaptation settings to effectively support users. Our analysis reveals that only few empirically sound findings exist on how users actually perceive interactive adaptation features and redesign M-IoT applications. Based on the analysis of these empirically grounded findings, we suggest the development of a domain-specific user-centric adaptation feature. Specifically, we exemplify a tangible adaptation device for user-informed M-IoT application in home healthcare. It has been developed prototypically and tested in an environment for personalized home healthcare.
... During the COVID-19 pandemic, older adults have increasingly adopted communication technologies (Sin et al., 2021). These technology, also known as information and communication technology, refers to all equipment and programs that are used to process and communicate information, including smartphones, video, smart speakers, web conferencing tools, computers, and online chatting or shopping platforms (Silverstone & Haddon, 1996). According to a 2021 report from the AARP, 44% of adults aged 50 and above used video conferencing to connect with family and friends, 31% used social media more frequently, and 22% used mobile apps for health-related purposes (Kakulla, 2021). ...
... The authors say that by frequently using technology for entertainment, students become motivated and familiar with these digital tools, and this is beneficial when used for educational activitiessee the Socio-cognitive Theory (Bandura, 1991(Bandura, , 2001. This, however, seems risky on a large scale, as domestication theory (Haddon, 2017(Haddon, , 2020Scheerder et al., 2019a;Silverstone & Haddon, 1996) explains that the use of technology becomes integrated into people's daily routines, and children end up copying this way of using technology, reproducing a similar habitus -Habitus Theory (Bourdieu, 1996;Edgerton & Roberts, 2014) However, Tsetsi and Rains (2017) draw attention to the importance of phone use, their results showing that minority group subjects, younger, lower-income, and less-educated users are more likely to be smartphone-dependent and use smartphones for more social activity, while white (majority), younger, and higher-income individuals use smartphones for more news/ information activity. These differences reflecting not only already existing social differences, but differential use will also produce different outcomes that will reinforce preexisting differences -Weberian Theory (Blank & Groselj, 2016;Ragnedda, 2017;Van Dijk, 2020). ...
Previous research has shown that the use of ICT in education has a complex relationship to the results of learning, both negative, positive, and mixed effects being recorded. However, the processes through which these effects are produced seem to stay largely unknown. Our qualitative study aims, thus, to explore the access to and the use of digital technology in relation to learning, from the perspective of reported experiences of eighth-grade students in Bihor County (Romania). The choice of this category of students is motivated by our previous quantitative investigations, which analyzed data collected from subjects of the same age group (approximately 15 years). The central objective of this study is to answer the question "Why can the use of ICT at home for school activities have a negative effect on school results?". Participant responses do not show significant gender differences but indicate differences between socioeconomic backgrounds (urban vs rural) regarding the use of technology especially for school activities, with the support received by urban learners being more generous on all socio-emotional sides (parents, teachers, and peers/ friends).
... According to Haddon (2011) (Haddon, 2011;Silverstone & Haddon, 1996;Silverstone, Hirsch & Morley, 2005): Appropriation (individuals buy the technological product, so it enters their daily lives), objectification (individuals start to use it, discover its basic functions), incorporation (integration of ICTs to the daily lives and routines), and 1 ...
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