From computational thinking to computational empowerment: a 21st century PD agenda
Abstract
We propose computational empowerment as an approach and a Participatory Design response to challenges related to digitalization of society and the emerging need for digital literacy in K12 education. Our approach extends the current focus on computational thinking to include contextual, human-centred and societal challenges and impacts involved in students' creative and critical engagement with digital technology. Our research is based on the FabLab@School project, in which a PD approach to computational empowerment provided opportunities as well as further challenges for the complex agenda of digital technology in education. We argue that PD has the potential to drive a computational empowerment agenda in education by connecting political PD with contemporary visions for addressing a future digitalized labour market and society.
