This thesis documents my investigation into the application of computational empowerment in upper primary and lower secondary education. In my research I use a codebook based on theory related to the educational concepts of computational empowerment, computational thinking, design thinking, and Bildung to analyze ethnographic data gathered at eight schools, as well as five interviews with teachers. While I was initially interested in how computational empowerment can be applied in its totality, I learned after the analysis that children need to pass three moments of foundational learning in order to be prepared. A first moment of foundational learning centers around teaching children a foundation in technology comprehension. In a second moment they can relate this foundation to the exercise of their independent thought and creativity in connection to technology. In the most advanced moment I have observed, the children learn to apply their technology comprehension, independent thought, and creativity in a design process that seeks to solve a real-world problem with a new technology or prototype.