Technological Empowerment in L1 – A contribution to a theoretical framework
Submitted by:
Rasmus Fink Lorentzen
Abstract:
Technological empowerment is developed as a new subject in Denmark and as a distinct part of L1 in the Danish Primary School and in teacher education. The content is inspired by STEM-subjects focusing on computer science, computational thinking (CT) and design studies (Iversen et al 2019). The strong focus on STEM-positions means the humanistic approach is not sufficiently defined either in a theoretical context or in school practice (e.g. in teaching courses or learning materials). One reason is that the humanistic approach towards “Bildung” linked to computer science is not yet a strongly developed research position in Denmark. Taken in consideration that the subject of Danish is the biggest humanistic subject in the school, it is therefore needed to study technology from a humanistic L1 perspective.
In this paper, we focus on how technological empowerment, theories of language and design are represented in different types of didactic designs. One theoretical approach is the need for a reflective, exploratory design thinking through concrete technological action and the experience of the hand, that among others gives access to technological imagination (Balsamo 2011, Katterfeldt 2015). The question then becomes how subject didactic research in L1 can link specific theoretical approaches to areas such as design thinking and CT with phenomena relevant for the subject of Danish, and how students in the subject can work with and experience co-creation through technology design.
To explore the theoretical perspectives, we have developed the following research question:
What theoretical framework emerges when phenomena in the subject of Danish is integrated with concepts of CT and technological empowerment, and what possibilities and limitations do these represent?
This paper draws on empirical data from current studies in the Danish school projects: Experiments with technology in primary and lower secondary school (2018-2021) & Competence development for technology understanding in teacher education (2020 - 2022) and experiences from the technological toned teacher education Future Classroom Teacher (2016 -). The ARLE-presentation will focus on documentary analysis in these projects.
References
Balsamo. A. (2011). Designing culture. The technological imagination at work. Durk. University Press. Durham & London.
Iversen, O. S., Dindler, C. og Smith, R. C. (2019). Computational Empowerment: Participatory Design in Education. CoDesign.
Katterfeldt, E. S., Dittert, N., & Schelhowe, H. (2015). Designing digital fabrication learning environments for Bildung: Implications from ten years of physical computing workshops. International Journal of Child-Computer Interaction, 5, 3-10.
Slot, M. Lorentzen. R.F., Hansen T.I. (2021). Hvordan integreres teknologiforståelse i dansk? Learning tech # 10. Læremiddel.dk.