Digital technology comprehension in primary and secondary education
An activity theoretical analysis of the object and identity of the subjects Technology Comprehension and Informatics.
DOI:
https://doi.org/10.7146/lom.v16i28.136097Keywords:
Digital Technology Comprehension, Informatics, Technology ComprehensionAbstract
The field of computing education in Denmark has evolved with the introduction of the subject "Informatics" in upper secondary schools and the experimental subject "Technology Comprehension" in primary schools. However, there has been no research-based examination of the relationship between these two subjects despite the expectation that students, teachers, and educational institutions should have a clear understanding of the progression between them. This article provides a theoretical analysis of the objectives and identities of these two subjects, as described in their curriculum, to gain a better understanding of the similarities and differences between them. The article examines the two development processes that led to the creation of these subject descriptions. Then, the objectives and identities of the two subjects are analyzed both qualitatively and quantitatively. The observations reveal an emphasis on why students learn in technology comprehension and on what students learn in informatics. Finally, we discuss the differences and disparities in the objectives and identities and suggest potential avenues for future research and development.
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Copyright (c) 2023 Line Have Musaeus, Ane Vielandt Jensen, Marianne Graves Petersen, Ole Sejer Iversen
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