Co-designing sustainable practices for emerging technologies education

TY - JOUR

T1 - Co-designing sustainable practices for emerging technologies education

AU - Schaper, Marie Monique

AU - Smith, Rachel Charlotte

AU - van Mechelen, Maarten

AU - Tamashiro, Mariana Aki

AU - Iversen, Ole Sejer

N1 - Publisher Copyright: © The Author(s), under exclusive licence to Springer Nature B.V. 2023.

PY - 2024/7

Y1 - 2024/7

N2 - The paper addresses the current lack of emerging technology education in both research and practice and the urgent need for preparing future generations for a digital future. Based on a two-year participatory design process with Danish researchers and pioneer teachers, the article presents outcomes on the collaborative development of interdisciplinary teaching and learning practices for K-12 education, and the professional development that the process spurred within the teachers’ community. The findings indicate that the participatory process became a catalyst for the development of meaningful teaching activities, a community of practice, and the shaping of a common future educational agenda. Furthermore, the results showed how the approach supported teachers’ transformation from active co-designers into change agents for future emerging technology education. Based on an exemplary case, the article demonstrates how participatory design with teachers can support the development of new sustainable practices and communities for emerging technology in education.

AB - The paper addresses the current lack of emerging technology education in both research and practice and the urgent need for preparing future generations for a digital future. Based on a two-year participatory design process with Danish researchers and pioneer teachers, the article presents outcomes on the collaborative development of interdisciplinary teaching and learning practices for K-12 education, and the professional development that the process spurred within the teachers’ community. The findings indicate that the participatory process became a catalyst for the development of meaningful teaching activities, a community of practice, and the shaping of a common future educational agenda. Furthermore, the results showed how the approach supported teachers’ transformation from active co-designers into change agents for future emerging technology education. Based on an exemplary case, the article demonstrates how participatory design with teachers can support the development of new sustainable practices and communities for emerging technology in education.

KW - Computational empowerment

KW - Emerging technology education

KW - K-12 education

KW - Participatory design

KW - Teachers

UR - http://www.scopus.com/inward/record.url?scp=85174212657&partnerID=8YFLogxK

U2 - 10.1007/s10798-023-09857-3

DO - 10.1007/s10798-023-09857-3

M3 - Journal article

AN - SCOPUS:85174212657

SN - 0957-7572

VL - 34

SP - 1187

EP - 1209

JO - International Journal of Technology and Design Education

JF - International Journal of Technology and Design Education

IS - 3

ER -