• Morten Larsen
  • Rune Dziadecki Gråbæk
  • Natasja Simone Jakobsen
4. term, Master of ICT and Learning (MIL) (Continuing education) (Continuing Education Programme (Master))
Technological Literacy (Teknologiforståelsesfaget) is currently being introduced across Denmark as trial subject in 46 schools for a period of 3 years between 2018-2021. The general objective of the Technological Literacy subject is to enforce the development of active, critical and democratic citizens in a digitized society.
This master thesis investigates how this new subject, Technological Literacy, challenges and strengthens teacher profession in a primary and lower secondary school.
The thesis is focussing on the following research question:
How should the trial subject Technology literacy contribute to primary and lower secondary education curriculum, and how the professionals are challenged by the existing gap between formal requirements and practice?
As a methodological framework the discourse analysis of the Teaching Guidance, 2019 (undervisningsvejledning) and Ministerial Curriculum, 2019 (læse vejledningen) has been applied with an objective to analyse Danish Ministry of Education approach to Technological Literacy. Furthermore, in order to support the analysis with qualitative data a workshop with teachers was carried out. Throughout dialogical and creative process the teachers were asked to express their understanding and connotations with the subject of Technological Literacy. The workshop focused on participants´ collaboration and the dialogic process of conceptualization of the technological literacy as well as, their joint prioritization of concepts within the areas of Technological Literacy.
In this thesis several learning theories were applied including: (Dewey,’s Experiential Education theory, Wenger’s Community of Practice theory and Elkjær’s Practice Learning theory), theories of formation (building) and theories on teachers progression in digital competencies.
The thesis concludes that the subject of Technology Literacy notably challenges the professionals' digital competencies. Additionally, the conclusion is drawn that the didactic content requires contextual reframing setting the framework of the ‘buildung’ in the center. The professionals are as well challenged in their role of facilitators, dependent on competencies and insights into digital technology and design processes.
Publication date3 Jun 2019
Number of pages113
ID: 305031753