A research agenda for computational empowerment for emerging technology education
Rachel Charlotte Smith, Marie-Monique Schaper, Mariana Aki Tamashiro, Maarten Van Mechelen, Marianne Graves Petersen, Ole Sejer Iversen
Abstract
The article proposes a research agenda for computational empowerment for emerging technologies in the field of child–computer interaction (CCI). The research agenda includes three levels of operation for future studies: (1) participatory practices that engage teachers and students in co-developing and designing approaches for teaching and learning emerging technologies, (2) educational principles for integrating technological and societal aspects of emerging technologies, and (3) digital tools for engaging students in both construction of and critical reflection on emerging technologies. The research agenda was developed from longitudinal studies of emerging technology in Danish K–12 education, participatory design research with in-service teachers, development of novel tools and technologies, and literature studies of current CCI research. The paper addresses current gaps in the CCI literature and contributes a coherent approach and guiding questions for future CCI research on computational empowerment for emerging technologies in education.