We account for the first research results from a government initiated
experiment that scales Making to a national discipline.
The Ministry of Education, in Denmark, has introduced
Technology Comprehension as a new discipline for lower
secondary education. Technology Comprehension is first experimented
as an elective subject in 13 schools. The discipline
combines elements from computing, design, and the societal
aspect of technology and, thus, resonates with the existing
FabLearn and Making initiatives in Scandinavia. We report
the identified opportunities and challenges based on interviews,
surveys, and a theme discussion with experienced
teachers from the 13 schools. The main takeaways are: First,
the teachers did not perceive Technology Comprehension as
a distinguished discipline, which calls for more research on
how Making is scaled into a national discipline. Second, Technology
Comprehension opens up for interdisciplinary and
engaging learning activities, but teachers need scaffolding
and support to actualise these opportunities. Third, Technology
Comprehension challenges teachers’ existing competencies
in relation to the discipline and students’ prerequisites
and needs. Teachers need pedagogical means to take the
societal aspect into account within the discipline. Finally,
we argue for further research on supporting teachers when
scaling Technology Comprehension on a national level.
