Towards a model of progression in computational empowerment in education

TY - JOUR

T1 - Towards a model of progression in computational empowerment in education

AU - Kaspersen, Magnus Høholt

AU - Graungaard, Daniel

AU - Bouvin, Niels Olof

AU - Petersen, Marianne Graves

AU - Eriksson, Eva

PY - 2021/9

Y1 - 2021/9

N2 - In this paper, we present a model for progression in computational empowerment in education. Computational empowerment (CE) expands computational thinking (CT) by adding a focus on empowering citizens to critically engage with technology, but currently lacks an articulation of what characterises progression towards CE. Through combining aims from computational thinking with computational empowerment, and structure progression using the SOLO taxonomy, we take the first steps towards a model for understanding and articulating progression in computational empowerment. The model has been applied in the analysis of four CE-focused research projects. Based on the analysis, we propose that computational empowerment is a matter of reaching a high competency level regarding computational concepts, computational practices and reflexivity regarding the effect of technology in one's own life and in society. Finally, by formulating examples of learning goals, we illustrate how the model can be used by teachers and researchers to articulate, determine and compare CE learning goals, so that learning goals are aligned and complement each other from one stage to the next.

AB - In this paper, we present a model for progression in computational empowerment in education. Computational empowerment (CE) expands computational thinking (CT) by adding a focus on empowering citizens to critically engage with technology, but currently lacks an articulation of what characterises progression towards CE. Through combining aims from computational thinking with computational empowerment, and structure progression using the SOLO taxonomy, we take the first steps towards a model for understanding and articulating progression in computational empowerment. The model has been applied in the analysis of four CE-focused research projects. Based on the analysis, we propose that computational empowerment is a matter of reaching a high competency level regarding computational concepts, computational practices and reflexivity regarding the effect of technology in one's own life and in society. Finally, by formulating examples of learning goals, we illustrate how the model can be used by teachers and researchers to articulate, determine and compare CE learning goals, so that learning goals are aligned and complement each other from one stage to the next.

KW - #CCTD

KW - #CEED

KW - CCTD

KW - CEED

UR - http://www.scopus.com/inward/record.url?scp=85104924001&partnerID=8YFLogxK

U2 - 10.1016/j.ijcci.2021.100302

DO - 10.1016/j.ijcci.2021.100302

M3 - Journal article

SN - 2212-8689

VL - 29

JO - International Journal of Child - Computer Interaction

JF - International Journal of Child - Computer Interaction

M1 - 100302

ER -