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dc.contributor.authorTuhkala, Ari
dc.contributor.authorWagner, Marie-Louise
dc.contributor.authorIversen, Ole Sejer
dc.contributor.authorKärkkäinen, Tommi
dc.date.accessioned2019-05-08T07:47:48Z
dc.date.available2019-05-08T07:47:48Z
dc.date.issued2019fi
dc.identifier.citationTuhkala, A., Wagner, M.-L., Iversen, O. S., & Kärkkäinen, T. (2019). Technology Comprehension : Combining computing, design, and societal reflection as a national subject. <em>International Journal of Child-Computer Interaction</em>, 20, 54-63. <a href="https://doi.org/10.1016/j.ijcci.2019.03.004">doi:10.1016/j.ijcci.2019.03.004</a>fi
dc.identifier.otherTUTKAID_81107
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/63803
dc.description.abstractThis article considers the implementation of a new learning subject ”Technology Comprehension” into lower secondary schools in Denmark, as part of an initiative by the Danish Ministry of Education. The subject consists of learning objectives related to computing, design, and societal reflection and was first introduced as an elective course in 13 schools to investigate how it could be integrated into the Danish education system. We present four key findings based on school visits, interviews, an electronical survey, two questionnaires, and workshops including theme discussions: (1) teachers did not perceive Technology Comprehension as a distinct subject, but rather as a set of skills that can be integrated into other subjects; (2) teachers pointed out that Technology Comprehension opens up for interdisciplinary and engaging learning activities, but they need more scaffolding and support; (3) Technology Comprehension challenges teachers’ existing competencies and there is a need for a framework that takes into account computing, design, and societal reflection as a whole; (4) 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.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherElsevier BV
dc.relation.ispartofseriesInternational Journal of Child-Computer Interaction
dc.rightsCC BY-NC-ND 4.0
dc.subject.otherteknologiafi
dc.subject.othertietojenkäsittelyfi
dc.subject.otheroppiminenfi
dc.subject.otheropetusfi
dc.subject.otheroppimistavoitteetfi
dc.subject.otherymmärtäminenfi
dc.subject.otheropettajatfi
dc.subject.otheryhteiskunnalliset ilmiötfi
dc.subject.othertechnology comprehensionfi
dc.subject.otherdigital fabricationfi
dc.subject.othermakingfi
dc.subject.otherdesignfi
dc.subject.othercomputingfi
dc.subject.othercomputational thinkingfi
dc.subject.othereducationfi
dc.subject.otherteachersfi
dc.subject.othernationalfi
dc.subject.otherscalingfi
dc.subject.othersubjectfi
dc.titleTechnology Comprehension : Combining computing, design, and societal reflection as a national subjectfi
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201905062397
dc.contributor.laitosInformaatioteknologian tiedekuntafi
dc.contributor.laitosFaculty of Information Technologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2019-05-06T06:17:38Z
dc.description.reviewstatuspeerReviewed
dc.format.pagerange54-63
dc.relation.issn2212-8689
dc.relation.numberinseries0
dc.relation.volume20
dc.type.versionpublishedVersion
dc.rights.copyright© 2019 The Authors.
dc.rights.accesslevelopenAccessfi
dc.format.contentfulltext
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1016/j.ijcci.2019.03.004


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Except where otherwise noted, this item's license is described as CC BY-NC-ND 4.0