在正规教育中定位计算赋权:多视角

Q1 Social Sciences
Barbara Göbl , Elisabeth Anna Guenther , Fares Kayali , Christopher Frauenberger
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引用次数: 2

摘要

在我们日益数字化的世界里,数字素养和相应的教育越来越受到人们的关注。最近的工作强调了超越获得相应技术能力的目标的重要性,并呼吁促进儿童赋权和参与数字化。计算授权(CE)通过创造性和反射性的参与式设计方法来追求这一目标。然而,关于行政长官的含义,概念上仍然模糊不清,可能会阻碍其在正规教育中的实施。本文针对这一差距,旨在展示在这一背景下推进行政长官地位所需的措施。为此,我们详细阐述我们对行政长官的愿景、方法和影响的理解。然后,我们在正规教育的背景下考察CE,并将其与选定的当代教育理论和实践进行对比。具体而言,我们将CE与既定的学习框架(Bloom修订的分类法)、教育政策(DigComp)和课堂实践联系起来。对四个不同项目的分析补充了这一点:我们在教学干预的背景下介绍了经验教训,并仔细研究了随之而来的赋权过程。因此,本文为研究人员、政策制定者和教育工作者提供了一个基础,使CE的想法更加切实可行。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Situating computational empowerment in formal education: A multi-perspective view

Digital literacy and respective education are of growing interest in our increasingly digitalized world. Recent works stress the importance of aiming beyond the acquisition of corresponding technical competences and call for fostering children’s empowerment and participation in digitalization. Computational Empowerment (CE) pursues that goal through a creative and reflexive participatory design approach. However, remaining conceptual vagueness with regard to what CE entails may hinder its implementation in formal education.

This paper addresses this gap, with the aim to demonstrate what is needed to advance CE’s position in this context. To this end, we elaborate on our understanding of CE’s vision, approach and impact. We then examine CE in the context of formal education, and contrast it with selected contemporary educational theory and practice. Specifically, we position CE in relation to an established learning framework (Bloom’s revised taxonomy), educational policy (DigComp) and practices in the classroom. This is complemented by an analysis of four different projects: we present lessons learned in the context of pedagogical interventions and take a closer look at the accompanying empowerment processes. As a result, this paper provides a foundation to make CE’s ideas more tangible and, thus, actionable, for researchers, policy makers and educators.

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来源期刊
CiteScore
7.20
自引率
0.00%
发文量
73
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