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Towards a model of progression in computational empowerment in education

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n 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.
Original languageEnglish
JournalInternational Journal of Child - Computer Interaction
ISSN2212-8689
DOIs
Publication statusPublished - 16 Apr 2021

    Research areas

  • CCTD, CEED

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