Resumé

This paper takes its point of departure in the educational reform of the Danish upper-secondary school, which emphasizes the use of technology in the educational sphere. The reform is based on the notion that technological develop- ment is a foundation for our society. The ambition is twofold; to compete on a global economic scene, Denmark is dependent on the youth’s digital literacies, and in order to participate in the digital society the same competences are required. The teachers’ technological and digital literacies are expected to inform the students’ digital Bildung and digital literacies. Through a qualitative study, interviews were conducted with teachers from a Danish Higher Technical Examination Pro- gramme (HTX). By applying a critical approach informed by Freire’s generative themes and Feenberg’s instrumentalization theory, limit-situations, limit-acts and perceptions of technology are investigated. The study finds that technologies at a societal level are perceived primarily as beneficial tools permeating society with minor consequences derived from a formal bias. At an educational level, technologies act as both empowering tools and as problematic disturbances. Digital Bildung is promoted by practical and reflective use of technology, but is centred around certain software which promotes a ‘locked’ skillset. However, digital Bildung can also be enhanced by removing the technology and reflect on the consequences of its absence. The metaphors used to describe technology suggest an understanding based in soft technological determinism.
OriginalsprogEngelsk
TitelProceedings of the 16th European Conference on e-Learning
RedaktørerAnabela Mesquita, Paula Peres
Antal sider5
Udgivelses stedUK
ForlagAcademic Conferences and Publishing International
Publikationsdato2017
Sider65-69
ISBN (Trykt)978-1-911218-59-3
ISBN (Elektronisk)978-1-911218-60-9
StatusUdgivet - 2017
Begivenhed16th European Conference on eLearning - Porto, Portugal
Varighed: 26 okt. 201727 okt. 2017
http://www.academic-conferences.org/conferences/ecel/

Konference

Konference16th European Conference on eLearning
LandPortugal
ByPorto
Periode26/10/201727/10/2017
Internetadresse
NavnAcademic Bookshop Proceedings Series
ISSN2049-0992

Fingerprint

examination
instrumentalization
determinism
educational reform
teacher
technical development
Denmark
metaphor
secondary school
reform
trend
interview
economics
Society
student

Emneord

  • Digital bildung
  • Digital dannelse
  • Teknologiforståelse
  • Critical philosophy of technology

Citer dette

Boelt, A., & Sorensen, E. K. (2017). Digital Bildung in the Danish Higher Technical Examination Programme. I A. Mesquita, & P. Peres (red.), Proceedings of the 16th European Conference on e-Learning (s. 65-69). UK: Academic Conferences and Publishing International. Academic Bookshop Proceedings Series
Boelt, Anders ; Sorensen, Elsebeth Korsgaard. / Digital Bildung in the Danish Higher Technical Examination Programme. Proceedings of the 16th European Conference on e-Learning . red. / Anabela Mesquita ; Paula Peres. UK : Academic Conferences and Publishing International, 2017. s. 65-69 (Academic Bookshop Proceedings Series).
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abstract = "This paper takes its point of departure in the educational reform of the Danish upper-secondary school, which emphasizes the use of technology in the educational sphere. The reform is based on the notion that technological develop- ment is a foundation for our society. The ambition is twofold; to compete on a global economic scene, Denmark is dependent on the youth’s digital literacies, and in order to participate in the digital society the same competences are required. The teachers’ technological and digital literacies are expected to inform the students’ digital Bildung and digital literacies. Through a qualitative study, interviews were conducted with teachers from a Danish Higher Technical Examination Pro- gramme (HTX). By applying a critical approach informed by Freire’s generative themes and Feenberg’s instrumentalization theory, limit-situations, limit-acts and perceptions of technology are investigated. The study finds that technologies at a societal level are perceived primarily as beneficial tools permeating society with minor consequences derived from a formal bias. At an educational level, technologies act as both empowering tools and as problematic disturbances. Digital Bildung is promoted by practical and reflective use of technology, but is centred around certain software which promotes a ‘locked’ skillset. However, digital Bildung can also be enhanced by removing the technology and reflect on the consequences of its absence. The metaphors used to describe technology suggest an understanding based in soft technological determinism.",
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Boelt, A & Sorensen, EK 2017, Digital Bildung in the Danish Higher Technical Examination Programme. i A Mesquita & P Peres (red), Proceedings of the 16th European Conference on e-Learning . Academic Conferences and Publishing International, UK, Academic Bookshop Proceedings Series, s. 65-69, Porto, Portugal, 26/10/2017.

Digital Bildung in the Danish Higher Technical Examination Programme. / Boelt, Anders; Sorensen, Elsebeth Korsgaard.

Proceedings of the 16th European Conference on e-Learning . red. / Anabela Mesquita; Paula Peres. UK : Academic Conferences and Publishing International, 2017. s. 65-69.

Publikation: Bidrag til bog/antologi/rapport/konference proceedingKonferenceartikel i proceedingForskningpeer review

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Boelt A, Sorensen EK. Digital Bildung in the Danish Higher Technical Examination Programme. I Mesquita A, Peres P, red., Proceedings of the 16th European Conference on e-Learning . UK: Academic Conferences and Publishing International. 2017. s. 65-69. (Academic Bookshop Proceedings Series).