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dc.contributor.authorTuhkala, Ari
dc.contributor.authorWagner, Marie-Louise
dc.contributor.authorNielsen, Nich
dc.contributor.authorIversen, Ole Sejer
dc.contributor.authorKärkkäinen, Tommi
dc.date.accessioned2018-07-20T04:53:31Z
dc.date.available2018-07-20T04:53:31Z
dc.date.issued2018fi
dc.identifier.citationTuhkala, A., Wagner, M.-L., Nielsen, N., Iversen, O. S., & Kärkkäinen, T. (2018). Technology Comprehension : Scaling Making into a National Discipline. In M. Giannakos, M. Divitini, L. Jaccheri, & O. S. Iversen (Eds.), <em>FabLearn Europe'18 : Proceedings of the Conference on Creativity and Making in Education</em> (pp. 72-80). ACM. <a href="https://doi.org/10.1145/3213818.3213828">doi:10.1145/3213818.3213828</a>fi
dc.identifier.otherTUTKAID_78283
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/59006
dc.description.abstractWe account for the first research results from a governmentinitiated 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.fi
dc.format.extent126
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherACM
dc.relation.ispartofFabLearn Europe'18 : Proceedings of the Conference on Creativity and Making in Education
dc.rightsIn Copyright
dc.rightshttp://rightsstatements.org/page/InC/1.0/?language=en
dc.subject.otherteknologiakasvatusfi
dc.subject.othertechnology comprehensionfi
dc.titleTechnology Comprehension : Scaling Making into a National Disciplinefi
dc.typeconferenceObject
dc.identifier.urnURN:NBN:fi:jyu-201807123547
dc.contributor.laitosInformaatioteknologian tiedekuntafi
dc.contributor.laitosFaculty of Information Technologyen
dc.contributor.oppiaineTietotekniikka
dc.type.urihttp://purl.org/eprint/type/ConferencePaper
dc.date.updated2018-07-12T12:15:04Z
dc.relation.isbn978-1-4503-5371-7
dc.description.reviewstatuspeerReviewed
dc.format.pagerange72-80
dc.type.versionacceptedVersion
dc.rights.copyright© 2018 Copyright held by the authors. Publication rights licensed to ACM
dc.rights.accesslevelopenAccessfi
dc.relation.conferenceFabLearn Conferences
dc.format.contentfulltext
dc.relation.doi10.1145/3213818.3213828


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