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Technology Comprehension - Combining Computing, Design, and Societal Perspectives as a National Discipline

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Technology Comprehension - Combining Computing, Design, and Societal Perspectives as a National Discipline. / Tuhkala, Ari; Wagner, Marie-Louise; Iversen, Ole Sejer; Karkkainen , Tommi .

In: International Journal of Child - Computer Interaction, Vol. 20, 2019, p. 54-63.

Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaperJournal articleResearchpeer-review

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Tuhkala, Ari ; Wagner, Marie-Louise ; Iversen, Ole Sejer ; Karkkainen , Tommi . / Technology Comprehension - Combining Computing, Design, and Societal Perspectives as a National Discipline. In: International Journal of Child - Computer Interaction. 2019 ; Vol. 20. pp. 54-63.

Bibtex

@article{b6af8f62216f4bdbaf20aa6ead01cdfc,
title = "Technology Comprehension - Combining Computing, Design, and Societal Perspectives as a National Discipline",
abstract = "This article accounts for the implementation of a new discipline —Technology Comprehension —, which comprises of learning objectives related to computing, design, and societal perspectives. Technology Comprehension was introduced by the Danish Ministry of Education and is targeted for the lower secondary education in Denmark. Technology Comprehension is first experimented as an elective course in 13 schools, to investigate the integration of the discipline into the Danish education system. For this purpose, we carried out interviews, a survey, workshops, and a theme discussion with experienced teachers. We report four major findings. First, the teachers did not perceive Technology Comprehension as a distinct discipline, but rather as a set of skills that can be integrated into other disciplines. Second, the teachers pointed out that Technology Comprehension opens up for interdisciplinary and engaging learning activities, but they need more scaffolding and support. Third, Technology Comprehension challenges teachers{\textquoteright} existing competencies and there is a need for a framework that takes into account computing, design, and societal perspective as a whole. Fourth, Technology Comprehension appealed to various kind of students, not only those who are enthusiastic about technical matters. This study contributes to the previous research on making and digital fabrication by addressing how these endeavours are implemented on a national level through engaging with local teachers. We call for more research on scaffolding and supporting teachers to orchestrate meaningful learning activities to successfully integrate Technology Comprehension into the Danish national education.",
keywords = "Computational thinking, Computing, Design, Digital fabrication, Education, Making, National, Scaling, Subject, Teachers, Technology comprehension, CCTD",
author = "Ari Tuhkala and Marie-Louise Wagner and Iversen, {Ole Sejer} and Tommi Karkkainen",
year = "2019",
doi = "10.1016/j.ijcci.2019.03.004",
language = "English",
volume = "20",
pages = "54--63",
journal = "International Journal of Child - Computer Interaction",
issn = "2212-8689",
publisher = "Elsevier BV",

}

RIS

TY - JOUR

T1 - Technology Comprehension - Combining Computing, Design, and Societal Perspectives as a National Discipline

AU - Tuhkala, Ari

AU - Wagner, Marie-Louise

AU - Iversen, Ole Sejer

AU - Karkkainen , Tommi

PY - 2019

Y1 - 2019

N2 - This article accounts for the implementation of a new discipline —Technology Comprehension —, which comprises of learning objectives related to computing, design, and societal perspectives. Technology Comprehension was introduced by the Danish Ministry of Education and is targeted for the lower secondary education in Denmark. Technology Comprehension is first experimented as an elective course in 13 schools, to investigate the integration of the discipline into the Danish education system. For this purpose, we carried out interviews, a survey, workshops, and a theme discussion with experienced teachers. We report four major findings. First, the teachers did not perceive Technology Comprehension as a distinct discipline, but rather as a set of skills that can be integrated into other disciplines. Second, the teachers pointed out that Technology Comprehension opens up for interdisciplinary and engaging learning activities, but they need more scaffolding and support. Third, Technology Comprehension challenges teachers’ existing competencies and there is a need for a framework that takes into account computing, design, and societal perspective as a whole. Fourth, Technology Comprehension appealed to various kind of students, not only those who are enthusiastic about technical matters. This study contributes to the previous research on making and digital fabrication by addressing how these endeavours are implemented on a national level through engaging with local teachers. We call for more research on scaffolding and supporting teachers to orchestrate meaningful learning activities to successfully integrate Technology Comprehension into the Danish national education.

AB - This article accounts for the implementation of a new discipline —Technology Comprehension —, which comprises of learning objectives related to computing, design, and societal perspectives. Technology Comprehension was introduced by the Danish Ministry of Education and is targeted for the lower secondary education in Denmark. Technology Comprehension is first experimented as an elective course in 13 schools, to investigate the integration of the discipline into the Danish education system. For this purpose, we carried out interviews, a survey, workshops, and a theme discussion with experienced teachers. We report four major findings. First, the teachers did not perceive Technology Comprehension as a distinct discipline, but rather as a set of skills that can be integrated into other disciplines. Second, the teachers pointed out that Technology Comprehension opens up for interdisciplinary and engaging learning activities, but they need more scaffolding and support. Third, Technology Comprehension challenges teachers’ existing competencies and there is a need for a framework that takes into account computing, design, and societal perspective as a whole. Fourth, Technology Comprehension appealed to various kind of students, not only those who are enthusiastic about technical matters. This study contributes to the previous research on making and digital fabrication by addressing how these endeavours are implemented on a national level through engaging with local teachers. We call for more research on scaffolding and supporting teachers to orchestrate meaningful learning activities to successfully integrate Technology Comprehension into the Danish national education.

KW - Computational thinking

KW - Computing

KW - Design

KW - Digital fabrication

KW - Education

KW - Making

KW - National

KW - Scaling

KW - Subject

KW - Teachers

KW - Technology comprehension

KW - CCTD

UR - http://www.scopus.com/inward/record.url?scp=85063914228&partnerID=8YFLogxK

U2 - 10.1016/j.ijcci.2019.03.004

DO - 10.1016/j.ijcci.2019.03.004

M3 - Journal article

AN - SCOPUS:85063914228

VL - 20

SP - 54

EP - 63

JO - International Journal of Child - Computer Interaction

JF - International Journal of Child - Computer Interaction

SN - 2212-8689

ER -