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Computational Empowerment: participatory design in education

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We propose computational empowerment as an approach and a
Participatory Design (PD) response to challenges related to the emerging
need for digital literacy in lower secondary education. Our approach
extends the current focus on computational thinking to include a concern
for how children and youth are empowered through constructive,
analytical and critical engagement with technology. We argue that PD
has the potential to drive a computational empowerment agenda in
education by connecting political PD with contemporary visions for
addressing a future digitised labour market and society. We provide a
model for understanding and engaging with computational
empowerment and report on the emergence of the computational
empowerment agenda in a Danish context and how this agenda is
reflected in the newly developed curriculum for a course on technology
comprehension running on trial basis in 46 schools across Denmark.
OriginalsprogEngelsk
TidsskriftCoDesign: International Journal of CoCreation in Design and the Arts
Vol/bind16
Nummer1
Sider (fra-til)66-80
Antal sider15
ISSN1571-0882
DOI
StatusUdgivet - 2020

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