Computational empowerment: participatory design in education

• Christian Dindler ^[1] ; Rachel Smith ^[1] ; Ole Sejer Iversen ^[1]
  1. [1] Aarhus University

     Aarhus University

     Dinamarca

     
• Localización: CoDesign: International Journal of CoCreation in Design and the Arts, ISSN 1571-0882, Vol. 16, Nº. 1, 2020, págs. 66-80
• Idioma: inglés
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• Resumen

  • We propose computational empowerment as an approach and a Participatory Design (PD) response to challenges related to the emerging need for digital literacy in lower secondary education.

    Our approach extends the current focus on computational thinking to include a concern for how children and youth are empowered through constructive, analytical and critical engagement with technology. We argue that PD has the potential to drive a computational empowerment agenda in education by connecting political PD with contemporary visions for addressing a future digitised labour market and society. We provide a model for understanding and engaging with computational empowerment and report on the emergence of the computational empowerment agenda in a Danish context and how this agenda is reflected in the newly developed curriculum for a course on technology comprehension running on trial basis in 46 schools across Denmark