Technology Comprehension - Scaling Making into a National Discipline

Research output: Contribution to book/anthology/report/proceedingArticle in proceedingsResearchpeer-review

Standard

Technology Comprehension - Scaling Making into a National Discipline. / Tuhkala, Ari; Nielsen, Nick; Wagner, Marie-Louise; Iversen, Ole Sejer; Karkkainen , Tommi .

FabLearn Europe. ACM - Association for Computing Machinery, 2018.

Research output: Contribution to book/anthology/report/proceedingArticle in proceedingsResearchpeer-review

Harvard

Tuhkala, A, Nielsen, N, Wagner, M-L, Iversen, OS & Karkkainen , T 2018, Technology Comprehension - Scaling Making into a National Discipline. in FabLearn Europe. ACM - Association for Computing Machinery.

APA

Tuhkala, A., Nielsen, N., Wagner, M-L., Iversen, O. S., & Karkkainen , T. (2018). Technology Comprehension - Scaling Making into a National Discipline. In FabLearn Europe ACM - Association for Computing Machinery.

CBE

Tuhkala A, Nielsen N, Wagner M-L, Iversen OS, Karkkainen T. 2018. Technology Comprehension - Scaling Making into a National Discipline. In FabLearn Europe. ACM - Association for Computing Machinery.

MLA

Tuhkala, Ari et al. "Technology Comprehension - Scaling Making into a National Discipline". FabLearn Europe. ACM - Association for Computing Machinery. 2018.

Vancouver

Tuhkala A, Nielsen N, Wagner M-L, Iversen OS, Karkkainen T. Technology Comprehension - Scaling Making into a National Discipline. In FabLearn Europe. ACM - Association for Computing Machinery. 2018.

Author

Tuhkala, Ari ; Nielsen, Nick ; Wagner, Marie-Louise ; Iversen, Ole Sejer ; Karkkainen , Tommi . / Technology Comprehension - Scaling Making into a National Discipline. FabLearn Europe. ACM - Association for Computing Machinery, 2018.

Bibtex

@inproceedings{78ea11ad34b14a2997100bf14fdd65be,
title = "Technology Comprehension - Scaling Making into a National Discipline",
abstract = "We account for the first research results from a government initiatedexperiment that scales Making to a national discipline.The Ministry of Education, in Denmark, has introducedTechnology Comprehension as a new discipline for lowersecondary education. Technology Comprehension is first experimentedas an elective subject in 13 schools. The disciplinecombines elements from computing, design, and the societalaspect of technology and, thus, resonates with the existingFabLearn and Making initiatives in Scandinavia. We reportthe identified opportunities and challenges based on interviews,surveys, and a theme discussion with experiencedteachers from the 13 schools. The main takeaways are: First,the teachers did not perceive Technology Comprehension asa distinguished discipline, which calls for more research onhow Making is scaled into a national discipline. Second, TechnologyComprehension opens up for interdisciplinary andengaging learning activities, but teachers need scaffoldingand support to actualise these opportunities. Third, TechnologyComprehension challenges teachers’ existing competenciesin relation to the discipline and students’ prerequisitesand needs. Teachers need pedagogical means to take thesocietal aspect into account within the discipline. Finally,we argue for further research on supporting teachers whenscaling Technology Comprehension on a national level.",
author = "Ari Tuhkala and Nick Nielsen and Marie-Louise Wagner and Iversen, {Ole Sejer} and Tommi Karkkainen",
year = "2018",
month = "6",
day = "18",
language = "English",
booktitle = "FabLearn Europe",
publisher = "ACM - Association for Computing Machinery",

}

RIS

TY - GEN

T1 - Technology Comprehension - Scaling Making into a National Discipline

AU - Tuhkala,Ari

AU - Nielsen,Nick

AU - Wagner,Marie-Louise

AU - Iversen,Ole Sejer

AU - Karkkainen ,Tommi

PY - 2018/6/18

Y1 - 2018/6/18

N2 - We account for the first research results from a government initiatedexperiment that scales Making to a national discipline.The Ministry of Education, in Denmark, has introducedTechnology Comprehension as a new discipline for lowersecondary education. Technology Comprehension is first experimentedas an elective subject in 13 schools. The disciplinecombines elements from computing, design, and the societalaspect of technology and, thus, resonates with the existingFabLearn and Making initiatives in Scandinavia. We reportthe identified opportunities and challenges based on interviews,surveys, and a theme discussion with experiencedteachers from the 13 schools. The main takeaways are: First,the teachers did not perceive Technology Comprehension asa distinguished discipline, which calls for more research onhow Making is scaled into a national discipline. Second, TechnologyComprehension opens up for interdisciplinary andengaging learning activities, but teachers need scaffoldingand support to actualise these opportunities. Third, TechnologyComprehension challenges teachers’ existing competenciesin relation to the discipline and students’ prerequisitesand needs. Teachers need pedagogical means to take thesocietal aspect into account within the discipline. Finally,we argue for further research on supporting teachers whenscaling Technology Comprehension on a national level.

AB - We account for the first research results from a government initiatedexperiment that scales Making to a national discipline.The Ministry of Education, in Denmark, has introducedTechnology Comprehension as a new discipline for lowersecondary education. Technology Comprehension is first experimentedas an elective subject in 13 schools. The disciplinecombines elements from computing, design, and the societalaspect of technology and, thus, resonates with the existingFabLearn and Making initiatives in Scandinavia. We reportthe identified opportunities and challenges based on interviews,surveys, and a theme discussion with experiencedteachers from the 13 schools. The main takeaways are: First,the teachers did not perceive Technology Comprehension asa distinguished discipline, which calls for more research onhow Making is scaled into a national discipline. Second, TechnologyComprehension opens up for interdisciplinary andengaging learning activities, but teachers need scaffoldingand support to actualise these opportunities. Third, TechnologyComprehension challenges teachers’ existing competenciesin relation to the discipline and students’ prerequisitesand needs. Teachers need pedagogical means to take thesocietal aspect into account within the discipline. Finally,we argue for further research on supporting teachers whenscaling Technology Comprehension on a national level.

M3 - Article in proceedings

BT - FabLearn Europe

PB - ACM - Association for Computing Machinery

ER -