Dansk

Abstract

In this paper the ongoing Experiment with Technology Comprehension (UVM) is analyzed in relation to the question: How is technology comprehension integrated into Danish as subject at a curriculum level (the general level) and at a learning design level (the specific level)? The paper discuss: 1) whether the integration of TC renews the practice of hermeneutic interpretation in the subject; and 2) which concerns of complexity and abstraction the new problem based curriculum brings; and 3) how a change from practices with digital texts to digital technologies can be made.

The study concludes the following: It is difficult to point to specific phenomena or areas in relation to Digital Empowerment and Digital Security in Danish as subject. A likely explanation is the fact that TC primarily is based on the STEM science rather than the humanities.  On the specific level it is observed that common semiotic terms have short comings, when digital technology becomes the object of learning.