Technological Empowerment in L1: a contribution to a theoretical framework

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 after all 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 that gives access to technological imagination combined with the Nordic tradition of a democratic and co-cooperating approach (Balsamo 2011). 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 being able to co-determine 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?[MFS2]

This paper draws on empirical data from current studies in the Danish school projects: Afprøvningsforsøget for teknologiforståelse i folkeskolen (2018-2021) and Kompetenceløft for teknologiforståelse på for læreruddannelsen (2020 - 2222) funded by the Danish Ministry of Education. The ARLE-presentation will focus on documentary analysis in these projects. Studies of learning material, field notes and interviews are analysed and combined with theoretical links between semiotics, theory on technology and literacy studies (Balsamo 2011