DORIT: An analytical model for computational empowerment in K-9 education

Andersen, 2023, The situated power of computational empowerment, International Journal of Child-Computer Interaction, 36, 10.1016/j.ijcci.2023.100576 Bardzell, 2013, What is critical about critical design?, 3297 Bilstrup, 2023 Bilstrup, 2022, Supporting critical data literacy in K-9 education: Three principles for enriching Pupils’ relationship to data, 225 Blikstein, 2019, Computing education, 56 Braun, 2006, Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 77, 10.1191/1478088706qp063oa Brennan, K., & Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking. In Proceedings of the 2012 annual meeting of the American educational research association, vol. 1 (p. 25). Caspersen, 2022 Clemmensen, 2009, An overview of a decade of journal publications about culture and human–computer interaction (HCI), 98 Costanza-Chock, 2020 Dasgupta, 2020, Designing for critical algorithmic literacies Dindler, 2022 Dindler, 2020, Computational empowerment: participatory design in education, CoDesign, 16, 66, 10.1080/15710882.2020.1722173 DiPaola, D., Payne, B. H., & Breazeal, C. (2020). Decoding design agendas: an ethical design activity for middle school students. In Proceedings of the interaction design and children conference (pp. 1–10). Dittert, 2023, Digital media and bildung—In memoriam of Heidi Schelhowe, International Journal of Child-Computer Interaction, 10.1016/j.ijcci.2023.100564 Dix, 2003 Druga, 2021, How do children’s perceptions of machine intelligence change when training and coding smart programs?, 49 Dunne, 2008 Eglash, 2021, Counter-hegemonic computing: Toward computer science education for value generation and emancipation, ACM Transactions on Computing Education (TOCE), 21, 1, 10.1145/3449024 European Union, 2022 Fishkin, 2004, A taxonomy for and analysis of tangible interfaces, Personal and Ubiquitous Computing, 8, 347, 10.1007/s00779-004-0297-4 Fogg, 2009, A behavior model for persuasive design, 1 Giannakos, 2020, Movement forward: The continued growth of child–computer interaction research, International Journal of Child-Computer Interaction, 26, 10.1016/j.ijcci.2020.100204 Iivari, N., & Kinnula, M. (2018). Empowering children through design and making: towards protagonist role adoption. In Proceedings of the 15th participatory design conference: Full papers. Iivari, 2023, Nurturing transformative agency of children: a framework on children’s agency and activism in and through digital technology development Iivari, 2017, Critical design research and information technology: Searching for empowering design, 983 Iivari, 2021, Critical agenda driving child–computer interaction research—Taking a stock of the past and envisioning the future, International Journal of Child-Computer Interaction Iversen, 2019 Iversen, O. S., Smith, R. C., & Dindler, C. (2017). Child as protagonist: Expanding the role of children in participatory design. In Proceedings of the 2017 conference on interaction design and children (pp. 27–37). Iversen, 2018, From computational thinking to computational empowerment: a 21st century PD agenda, 1 Johnson, 2011, Conceptual models: Core to good design, Synthesis Lectures on Human-Centered Informatics, 4, 1, 10.1007/978-3-031-02195-4 Jones, 2021, We tell these stories to survive: Towards abolition in computer science education, Canadian Journal of Science, Mathematics and Technology Education, 21, 290, 10.1007/s42330-021-00158-2 Kafai, 2022, A revaluation of computational thinking in K–12 education: Moving toward computational literacies, Educational Researcher, 51, 146, 10.3102/0013189X211057904 Kafai, 2020, From theory bias to theory dialogue: embracing cognitive, situated, and critical framings of computational thinking in K-12 CS education, ACM Inroads, 11, 44, 10.1145/3381887 Kaspersen, 2023 Katterfeldt, 2015, Designing digital fabrication learning environments for bildung: Implications from ten years of physical computing workshops, International Journal of Child-Computer Interaction, 5, 3, 10.1016/j.ijcci.2015.08.001 Lee, 2016, None but ourselves can free our minds: Critical computational literacy as a pedagogy of resistance, Equity & Excellence in Education, 49, 480, 10.1080/10665684.2016.1227157 Lin, 2021, Do abstractions have politics? Toward a more critical algorithm analysis Lye, 2014, Review on teaching and learning of computational thinking through programming: What is next for K-12?, Computers in Human Behavior, 41, 51, 10.1016/j.chb.2014.09.012 Mersand, 2021, The state of makerspace research: A review of the literature, TechTrends, 65, 174, 10.1007/s11528-020-00566-5 Morales-Navarro, L., & Kafai, Y. (2022). Conceptualizing Three Approaches for Integrating Criticality in K-12 Computing Education. In Proceedings of the 16th international conference of the learning sciences. Morales-Navarro, 2022, Is computational empowerment promoted in the hour of code? Analyzing opportunities for conceptual, creative, and critical engagement in the design of introductory computing activities, 1 Mozilla, 2021 Norman, 1988 Papavlasopoulou, 2017, Empirical studies on the Maker Movement, a promising approach to learning: A literature review, Entertainment Computing, 18, 57, 10.1016/j.entcom.2016.09.002 Preece, 2015 Rogers, 2012, HCI theory: classical, modern, and contemporary, 10.1007/978-3-031-02197-8_4 Rogers, 2017, Reseach in the wild, 10.1007/978-3-031-02220-3 Rouse, 2022, Taking the maker movement to school: A systematic review of preK-12 school-based makerspace research, Educational Research Review, 35, 10.1016/j.edurev.2021.100413 Schaper, 2022, Computational empowerment in practice: Scaffolding teenagers’ learning about emerging technologies and their ethical and societal impact, International Journal of Child-Computer Interaction, 10.1016/j.ijcci.2022.100537 Scharber, 2021, Critical computing literacy: Possibilities in K-12 computer science education, Pedagogies, 16, 136, 10.1080/1554480X.2021.1914055 Schelhowe, 2007 Schelhowe, 2008, Digitale Medien als kulturelle Medien: Medien zum Be-Greifen wesentlicher Konzepte der Gegenwart., 95 Schelhowe, 2014, Digital realities, physical action and deep learning, 93 Sharma, 2022 Smith, 2015, Design thinking for digital fabrication in education, International Journal of Child-Computer Interaction, 5, 20, 10.1016/j.ijcci.2015.10.002 Tamashiro, 2021, Introducing teenagers to machine learning through design fiction: An exploratory case study, 471 Tikkanen, 2023, Play—An essential part of children’s lives and their computational empowerment, 1071 Tissenbaum, 2019, From computational thinking to computational action, Communications of the ACM, 62, 34, 10.1145/3265747 Vakil, 2019, It’s about power, Communications of the ACM, 62, 31, 10.1145/3306617 Van Mechelen, 2021, A systematic review of empowerment in child-computer interaction research, 119 Van Mechelen, 2022, Emerging technologies in K–12 education: A future HCI research agenda, ACM Transactions on Computer-Human Interaction Wing, 2006, Computational thinking, Communications of the ACM, 49, 33, 10.1145/1118178.1118215