Technology: general issues Books

Book SynopsisTechnological progress in the 21st Century still remains monopolized by the developed countries, thereby determining the direction and rhythm of growth in developing countries which must import their technological infrastructure. This colonialized model of industrialization leads to a perpetual outflow of resources abroad and to structured social exclusion that placed narrow limits on democracy and the distribution of overall wellbeing. Why did Latin American societies fail to create an internal division of labour that could adequately provide for the development of productive forces? How did this affect the prospects for democracy in the region? Development and Democracy: Relations in Conflict examines the conflicting relations between technological development and democracy as they unfold in a new and ever more challenging environment. Contributors are: Irma Lorena Acosta Reveles, Leonel Álvarez Yáñez, Jesús Becerra Villegas, Ximena de la Barra, Héctor de la Fuente Limón, R. A. Dello Buono, Sergio Octavio Contreras Padilla, Silvana Andrea Figueroa Delgado, Víctor Manuel Figueroa Sepúlveda, Ernesto Menchaca Arredondo, Miguel Omar Muñoz Domínguez, Alexandre M. Quaresma de Moura, Cristina Recéndez Guerrero.Table of ContentsAcknowledgments List of Tables and Figures Notes on Contributors Introduction 1 A Critique of the Origin and Foundations of the New Inequality among Mankind  Alexandre M. Quaresma 2 Unemployment, Inequality and Technological Development  Víctor Manuel Figueroa Sepúlveda 3 Technology and Subsumption by Capital  Jesús Becerra Villegas 4 The State and Freedom of Public Network Space  Sergio Octavio Contreras 5 Grey Areas in China’s Growth: A Questionable Development  Silvana Andrea Figueroa Delgado 6 Economic Growth, Democracy and the Construction of Citizenship in South Korea  Cristina Recéndez Guerrero 7 Latin American Democracy as an Alternative Work in Progress  Ximena de la Barra and R.A. Dello Buono 8 Acquiring Technology in the Mexican Private Sector: A Disarticulated ‘Linkage’ of the Triple Helix  Miguel Omar Muñoz Domínguez 9 Proliferation of the Corporate Agro-Industrial Model in Latin America  Irma Lorena Acosta Reveles 10 Well-Being and Happiness: Conditions for a New Conception of Development?  Ernesto Menchaca Arredondo and Leonel Álvarez Yáñez 11 The Challenges of Democracy in Mexico  Héctor de la Fuente Limón References Index

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Book SynopsisReflections on Technology for Educational Practitioners analyzes the use of philosophy of technology in technology education and unpacks the concept of ‘reflective practitioners’ (Donald Schön) in the field. Philosophy of technology develops ideas and concepts that are valuable for technology education because they show the basic characteristics of technology that are important if technology education is to present a fair image of what technology is. Each chapter focuses on the oeuvre of one particular philosopher of which a description is given and then insights are offered about technology as developed by that philosopher and how it has been fruitful for technology education in all its aspects: motives for having it in the curriculum, goals for technology education, content of the curriculum, teaching strategies, knowledge types taught, ways of assessing, resources, educational research for technology education, amongst others.Table of ContentsPreface List of Figures and Tables Notes on Contributors 1. Introduction  John R. Dakers, Jonas Hallström and Marc J. de Vries 2. Carl Mitcham: Descriptions of Technology  Johan Svenningsson 3. Peter Kroes and Anthonie Meijers: The Dual Nature of Artefacts  Marc J. de Vries 4. Günter Ropohl: Supporting a Technological Literacy for Future Citizenships  Vicki Compton 5. Pierre Rabardel: Instrumental Activity and Theory of Instrument  Marjolaine Chatoney and Patrice Laisney 6. Gilbert Simondon: On the Mode of Existence of Technical Objects in Technology Education  John R. Dakers 7. Bernard Stiegler: On the Origin of the Relationship between Technology and Humans  John R. Dakers 8. Bruno Latour: Actor Network Theory  John R. Dakers 9. Andrew Feenberg: Implications of Critical Theory for Technology Education  Piet J. Ankiewicz 10. Langdon Winner: A Call for Critical Theory for Technology Education  Cecilia Axell 11. Kevin Kelly: Technology Education for the Technicum  David Barlex 12. Don Ihde: Praxis Philosophy and Design and Technology Education  Steve Keirl 13. Albert Borgmann: The Device Paradigm  John R. Dakers and Marc J. de Vries 14. Clive Staples Lewis: Social, Environmental and Biomedical Implications of Technology  Jonas Hallström

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Book SynopsisReflections on Technology for Educational Practitioners analyzes the use of philosophy of technology in technology education and unpacks the concept of ‘reflective practitioners’ (Donald Schön) in the field. Philosophy of technology develops ideas and concepts that are valuable for technology education because they show the basic characteristics of technology that are important if technology education is to present a fair image of what technology is. Each chapter focuses on the oeuvre of one particular philosopher of which a description is given and then insights are offered about technology as developed by that philosopher and how it has been fruitful for technology education in all its aspects: motives for having it in the curriculum, goals for technology education, content of the curriculum, teaching strategies, knowledge types taught, ways of assessing, resources, educational research for technology education, amongst others.Table of ContentsPreface List of Figures and Tables Notes on Contributors 1. Introduction  John R. Dakers, Jonas Hallström and Marc J. de Vries 2. Carl Mitcham: Descriptions of Technology  Johan Svenningsson 3. Peter Kroes and Anthonie Meijers: The Dual Nature of Artefacts  Marc J. de Vries 4. Günter Ropohl: Supporting a Technological Literacy for Future Citizenships  Vicki Compton 5. Pierre Rabardel: Instrumental Activity and Theory of Instrument  Marjolaine Chatoney and Patrice Laisney 6. Gilbert Simondon: On the Mode of Existence of Technical Objects in Technology Education  John R. Dakers 7. Bernard Stiegler: On the Origin of the Relationship between Technology and Humans  John R. Dakers 8. Bruno Latour: Actor Network Theory  John R. Dakers 9. Andrew Feenberg: Implications of Critical Theory for Technology Education  Piet J. Ankiewicz 10. Langdon Winner: A Call for Critical Theory for Technology Education  Cecilia Axell 11. Kevin Kelly: Technology Education for the Technicum  David Barlex 12. Don Ihde: Praxis Philosophy and Design and Technology Education  Steve Keirl 13. Albert Borgmann: The Device Paradigm  John R. Dakers and Marc J. de Vries 14. Clive Staples Lewis: Social, Environmental and Biomedical Implications of Technology  Jonas Hallström

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Book SynopsisNew digital technologies offer many exciting opportunities to educators who are looking to develop better teaching practices. When technologies are new, however, the potential for beneficial and effective implementations and applications is not yet fully recognized. This book is intended to provide teachers and researchers with a wide range of ideas from researchers working to integrate the new technology of Augmented Reality into educational settings and processes. It is hoped that the research and theory presented here can support both teachers and researchers in future work with this exciting new technology. Contributors are: Miriam Adamková, Gilles Aldon, Panayiota Anastasi, Ferdinando Arzarello, Martina Babinská, Robert Bohdal, Francisco Botana, Constadina Charalambous, Eva Csandova, Omer Deperlioglu, Monika Dillingerová, Christos Dimopoulos, Jiri Dostal, Jihad El-Sana, Michael N. Fried, Maria Fuchsová, Marianthi Grizioti, Tomas Hlava, Markus Hohenwarter, Kateřina Jančaříková, Konstantinos Katzis, Lilla Korenova, Utku Köse, Zoltán Kovács,Blanka Kožík Lehotayová, Maria Kožuchová, Chronis Kynigos, Ilona-Elefteryja Lasica, Zsolt Lavicza, Álvaro Martínez, Efstathios Mavrotheris, Katerina Mavrou, Maria Meletiou-Mavrotheris, Georgios Papaioannou, Miroslava Pirháčová Lapšanská, Stavros Pitsikalis, Corinne Raffin, Tomás Recio, Cristina Sabena, Florian Schacht, Eva Severini, Martina Siposova, Zacharoula Smyrnaiou, Nayia Stylianidou, Osama Swidan, Christos Tiniakos, Melanie Tomaschko, Renata Tothova, Christina Vasou, and Ibolya Veress-Bágyi.Table of ContentsList of Figures and Tables Notes on Contributors Introduction PART 1: Early Education 1 Uses of Augmented Reality in Pre-Primary Education  Eva Severini, Blanka Kožík Lehotayová and Eva Csandová 2 Uses of Augmented Reality for Development of Natural Literacy in Pre-Primary Education  Kateøina Janèaøíková and Eva Severini 3 Empowering Teachers to Augment Students’ Reading Experience: The Living Book Project Approach  Maria Meletiou-Mavrotheris, Constadina Charalambous, Katerina Mavrou, Christos Dimopoulos, Panayiota Anastasi, Ilona-Elefteryja Lasica, Nayia Stylianidou and Christina Vasou 4 Uses of Augmented Reality in Primary Education  Lilla Korenova, Eva Csandova and Renata Tothova 5 Augmented Reality Applications in Early Childhood Education  Lilla Korenova, Zsolt Lavicza and Ibolya Veress-Bágyi PART 2: Advanced Education 6 Mathematics Learning and Augmented Reality in a Virtual School  Gilles Aldon and Corinne Raffin 7 Engaging Students in Covariational Reasoning within an Augmented Reality Environment  Osama Swidan, Florian Schacht, Cristina Sabena, Michael Fried, Jihad El-Sana and Ferdinando Arzarello 8 Uses of Augmented Reality in Biology Education  Mária Fuchsová, Miriam Adamková and Miroslava Pirháèová Lapšanská 9 Uses of Augmented Reality in Tertiary Education  Martina Siposova and Tomas Hlava 10 An Augmented Reality Based Intelligent Diagnosis Platform for Medical Training  Utku Kose and Omer Deperlioglu 11 Augmented Reality and Future Mathematics Teachers  Martina Babinská, Monika Dillingerová and Lilla Korenová PART 3: All ages and outside the school 12 Enlivened Laboratories within STEM Education (EL-STEM): A Case Study of Augmented Reality in Secondary Education  Ilona-Elefteryja Lasica, Maria Meletiou-Mavrotheris, Efstathios Mavrotheris, Stavros Pitsikalis, Konstantinos Katzis, Christos Dimopoulos and Christos Tiniakos 13 Augmented Playgrounds: Questioning Simulations to Question Intuitions  Chronis Kynigos, Zacharoula Smyrnaiou and Marianthi Grizioti 14 Augmented Reality in Mathematics Education: The Case of GeoGebra AR  Melanie Tomaschko and Markus Hohenwarter 15 Automatically Augmented Reality with GeoGebra  F. Botana, Z. Kovács, A. Martínez-Sevilla and T. Recio 16 Augmented Reality in Museums and Cultural Heritage Settings  Georgios Papaioannou 17 Applications of Augmented Reality Apps in Teaching Technical Skills Courses  Lilla Korenova, Maria Kozuchova, Zsolt Lavicza and Jiri Dostal 18 Devices for Virtual and Augmented Reality  Robert Bohdal Index

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Book SynopsisNew digital technologies offer many exciting opportunities to educators who are looking to develop better teaching practices. When technologies are new, however, the potential for beneficial and effective implementations and applications is not yet fully recognized. This book is intended to provide teachers and researchers with a wide range of ideas from researchers working to integrate the new technology of Augmented Reality into educational settings and processes. It is hoped that the research and theory presented here can support both teachers and researchers in future work with this exciting new technology. Contributors are: Miriam Adamková, Gilles Aldon, Panayiota Anastasi, Ferdinando Arzarello, Martina Babinská, Robert Bohdal, Francisco Botana, Constadina Charalambous, Eva Csandova, Omer Deperlioglu, Monika Dillingerová, Christos Dimopoulos, Jiri Dostal, Jihad El-Sana, Michael N. Fried, Maria Fuchsová, Marianthi Grizioti, Tomas Hlava, Markus Hohenwarter, Kateřina Jančaříková, Konstantinos Katzis, Lilla Korenova, Utku Köse, Zoltán Kovács,Blanka Kožík Lehotayová, Maria Kožuchová, Chronis Kynigos, Ilona-Elefteryja Lasica, Zsolt Lavicza, Álvaro Martínez, Efstathios Mavrotheris, Katerina Mavrou, Maria Meletiou-Mavrotheris, Georgios Papaioannou, Miroslava Pirháčová Lapšanská, Stavros Pitsikalis, Corinne Raffin, Tomás Recio, Cristina Sabena, Florian Schacht, Eva Severini, Martina Siposova, Zacharoula Smyrnaiou, Nayia Stylianidou, Osama Swidan, Christos Tiniakos, Melanie Tomaschko, Renata Tothova, Christina Vasou, and Ibolya Veress-Bágyi.Table of ContentsList of Figures and Tables Notes on Contributors Introduction PART 1: Early Education 1 Uses of Augmented Reality in Pre-Primary Education  Eva Severini, Blanka Kožík Lehotayová and Eva Csandová 2 Uses of Augmented Reality for Development of Natural Literacy in Pre-Primary Education  Kateøina Janèaøíková and Eva Severini 3 Empowering Teachers to Augment Students’ Reading Experience: The Living Book Project Approach  Maria Meletiou-Mavrotheris, Constadina Charalambous, Katerina Mavrou, Christos Dimopoulos, Panayiota Anastasi, Ilona-Elefteryja Lasica, Nayia Stylianidou and Christina Vasou 4 Uses of Augmented Reality in Primary Education  Lilla Korenova, Eva Csandova and Renata Tothova 5 Augmented Reality Applications in Early Childhood Education  Lilla Korenova, Zsolt Lavicza and Ibolya Veress-Bágyi PART 2: Advanced Education 6 Mathematics Learning and Augmented Reality in a Virtual School  Gilles Aldon and Corinne Raffin 7 Engaging Students in Covariational Reasoning within an Augmented Reality Environment  Osama Swidan, Florian Schacht, Cristina Sabena, Michael Fried, Jihad El-Sana and Ferdinando Arzarello 8 Uses of Augmented Reality in Biology Education  Mária Fuchsová, Miriam Adamková and Miroslava Pirháèová Lapšanská 9 Uses of Augmented Reality in Tertiary Education  Martina Siposova and Tomas Hlava 10 An Augmented Reality Based Intelligent Diagnosis Platform for Medical Training  Utku Kose and Omer Deperlioglu 11 Augmented Reality and Future Mathematics Teachers  Martina Babinská, Monika Dillingerová and Lilla Korenová PART 3: All ages and outside the school 12 Enlivened Laboratories within STEM Education (EL-STEM): A Case Study of Augmented Reality in Secondary Education  Ilona-Elefteryja Lasica, Maria Meletiou-Mavrotheris, Efstathios Mavrotheris, Stavros Pitsikalis, Konstantinos Katzis, Christos Dimopoulos and Christos Tiniakos 13 Augmented Playgrounds: Questioning Simulations to Question Intuitions  Chronis Kynigos, Zacharoula Smyrnaiou and Marianthi Grizioti 14 Augmented Reality in Mathematics Education: The Case of GeoGebra AR  Melanie Tomaschko and Markus Hohenwarter 15 Automatically Augmented Reality with GeoGebra  F. Botana, Z. Kovács, A. Martínez-Sevilla and T. Recio 16 Augmented Reality in Museums and Cultural Heritage Settings  Georgios Papaioannou 17 Applications of Augmented Reality Apps in Teaching Technical Skills Courses  Lilla Korenova, Maria Kozuchova, Zsolt Lavicza and Jiri Dostal 18 Devices for Virtual and Augmented Reality  Robert Bohdal Index

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Book SynopsisThis volume of collected studies takes stock of most recent developments in Egyptology and the Digital Humanities, considering future directions for the application of new technologies in Egyptology. The book presents the results of an international conference held in 2019 at Indiana University – Bloomington, in which Egyptologists and digital humanists with interest in Egyptology gathered in 2019 to present current projects in 3D modeling, virtual and augmented reality, game technology, digital pedagogy, database projects, computational and corpus linguistics and E-publications. Those projects, along with a selection of others that were not presented in Bloomington, are now described and discussed in this volume.Table of ContentsPreface: Looking Back, Looking Forward: Ancient Egypt—New Technology Acknowledgments 1 Ethics of Digital Representation in Egyptology  Willeke Wendrich 2 The Contribution of Photogrammetry and Computer Graphics to the Study and Preservation of Monuments in Alexandria, Egypt  Mohammed Abdelaziz and Mohamed Elsayed 3 The Digital Rosetta Stone Project  Miriam Amin, Angelos Barmpoutis, Monica Berti, Eleni Bozia, Josephine Hensel and Franziska Naether 4 Mythological Landscapes and Real Places: Using Virtual Reality to Investigate the Perception of Sacred Space in the Ancient City of Memphis  Nevio Danelon and David J. Zielinski 5 “Mythophor”: A Digital Tool for the Collection and Analysis of Mythical Metaphor in Ancient Egypt  Katja Goebs 6 Mapping the Ancient Mind: iClassifier, a New Platform for Systematic Analysis of Classifiers in Egyptian and Beyond  Haleli Harel, Orly Goldwasser and Dmitry Nikolaev 7 Not Just Another Photogrammetry Report: Using Modern Technology to Help Solve Ancient Riddles  Mark D. Janzen and Terrence J. Nichols 8 The 3D Digital Documentation of Shaft K24 in Saqqara  Matthias Lang, Ramadan Hussein, Philippe Kluge 9 Digital Archaeology and Ancient Egypt: Reflections on the Results of the 2017 el-Hibeh Digital Archaeology Project  Jean Li, with contributions by Jimmy Tran and Devin Ostrom 10 Digitizing and Annotating Ancient Egyptian Coffins: The Book of the Dead in 3D  Rita Lucarelli and Mark-Jan Nederhof 11 Photogrammetry and Face Carvings: Exploring the ‘Face’ of the Egyptian Anthropoid Coffins by 3D-Modelling  Stefania Manieri 12 VÉgA (Vocabulaire de l’Égyptien Ancien): A New Definition of a Dictionary  Anaïs Martin 13 The Egyptian Road Most Taken: Mapping the Least Cost Path Routes from the Nile to the Red Sea Coast  Morgan E. Moroney 14 Secondary Epigraphy in Egypt: A Case for a Research Infrastructure  Hana Navratilova 15 SIGSaqqâra: A Digital Project to Understand the Spatial Occupation of Saqqara  Éloïse Noc 16 ‘Where Did THAT Come From?!’ The Giza Project’s Development of Citation and Referencing Documentation for 3D Archaeological Visualizations  Nicholas Picardo 17 All Words and No Play: Identifying Paronomasia in New Kingdom Texts with Pattern Matching  Julia Viani Puglisi and Daniel Dakota 18 Gaining New Perspectives on the Hypostyle Hall at Karnak through the Use of an Unmanned Aerial Vehicle (UAV) and Other Emerging Techniques  Jean Revez, Peter J. Brand, Emmanuel Laroze and Owen Murray 19 Representing Ancient Egyptian Inscriptions of the Old Kingdom Digitally: Dynamic Visualizations of Poetic Form and Inscriptional Layout  Julie Stauder-Porchet 20 Puzzling Tombs: Virtual Reconstruction of the Middle Kingdom Elite Necropolis at Dayr al-Barsha (Middle Egypt)  Toon Sykora, Roberto De Lima, Marleen De Meyer, Maarten Vergauwen and Harco Willems 21 Project Croato-Aegyptica (2002–2020)  Mladen Tomorad and Goran Zlodi 22 Virtual Reality Storytelling: Pedagogy and Applications  Julia Troche and Eve Weston 23 Cleo—the Artificial Intelligence Egyptology Platform  Heleen Wilbrink and Joshua Aaron Roberson Index

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Book SynopsisIn the last decade, programming and computational thinking (CT) have been introduced on a large scale in school curricula and standards all over the world. In countries such as the UK, a new school subject—computing—was created, whereas in countries such as Sweden, programming was included in existing subjects, notably mathematics and technology education. The introduction of programming and CT in technology education implies a particular relationship between programming and technology. Programming is usually performed with technological artefacts—various types of computers—and it can also be seen as a specific branch of engineering. This book analyses the background to and current implementation of programming and computational thinking in a Swedish school technology context, in relation to international developments. The various chapters deal with pertinent issues in technology education and its relation to computers and computing, for example, computational thinking and literacy, teachers’ programming competence, and computational thinking, programming, and learning in technology education. The book includes examples from educational research that could also be used as inspiration for school teaching, teacher education and curriculum development.Table of ContentsPreface List of Figures and Tables Notes on Contributors 1 Introduction: Programming and Computational Thinking in Technology Education  Jonas Hallström PART 1: Definition, Philosophy and History of Programming and Computational Thinking, in Relation to Technology Education 2 How Computers Entered Swedish Classrooms: The Importance of Educating Digital Citizens  Jörgen Nissen and Linnéa Stenliden 3 Transposition of Computing and Programming Knowledge in Swedish Upper Secondary School during the 1970s and 1980s  Lennart Rolandsson, Cecilia Kilhamn and Kajsa Bråting 4 Introducing Programming and Computational Thinking in Grades 1–9: Sweden in an International Context  Linda Mannila and Fredrik Heintz 5 Design and Make—and Code? Technology Education and a Unified Conception of Technology  Jonas Hallström 6 Framing Computational Thinking and Digital Competence in Technology Education  Helena Isaksson Persson and Arnold Pears 7 Visual Programming as a Tool for Developing Knowledge in STEM Subjects: A Literature Review  Karin Stolpe and Jonas Hallström PART 2: Curriculum and Teacher Perspectives on Computational Thinking and Programming in Technology Education 8 Programming in School Technology Education: An Insight into Teachers’ Efforts to Unpack and Shape Programming in Technology Education  Peter Vinnervik 9 Discourses of Programming Teaching within Compulsory Education  Susanne Engström and Eva Björkholm 10 Student Teachers’ Experiences of Programmed Technological Artefacts: Range of Understanding and Ideas for Development  Anna Perez and Maria Svensson 11 Swedish Technology Teachers’ Understandings of Computer Programming as Modelling  Helen Brink 12 Teachers’ Experience of Science Centres as a Resource for Programming Education  Maria Sparf PART 3: Computational Thinking and Programming in Technology Teaching 13 Introducing Programming in an Early Primary Technology Classroom: The Distinction between Human and Robot  Astrid Berg and Cecilia Axell 14 Students’ Conceptions of Programmed Technological Solutions: A Basis for Organising Teaching  Anne-Marie Cederqvist 15 Metaphors and Gestures in Programming Education  Andreas Larsson 16 Product or Process Criteria? What Teachers Value When Assessing Programming  Lars Björklund and Charlotta Nordlöf Index

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Book SynopsisIn the last decade, programming and computational thinking (CT) have been introduced on a large scale in school curricula and standards all over the world. In countries such as the UK, a new school subject—computing—was created, whereas in countries such as Sweden, programming was included in existing subjects, notably mathematics and technology education. The introduction of programming and CT in technology education implies a particular relationship between programming and technology. Programming is usually performed with technological artefacts—various types of computers—and it can also be seen as a specific branch of engineering. This book analyses the background to and current implementation of programming and computational thinking in a Swedish school technology context, in relation to international developments. The various chapters deal with pertinent issues in technology education and its relation to computers and computing, for example, computational thinking and literacy, teachers’ programming competence, and computational thinking, programming, and learning in technology education. The book includes examples from educational research that could also be used as inspiration for school teaching, teacher education and curriculum development.Table of ContentsPreface List of Figures and Tables Notes on Contributors 1 Introduction: Programming and Computational Thinking in Technology Education  Jonas Hallström PART 1: Definition, Philosophy and History of Programming and Computational Thinking, in Relation to Technology Education 2 How Computers Entered Swedish Classrooms: The Importance of Educating Digital Citizens  Jörgen Nissen and Linnéa Stenliden 3 Transposition of Computing and Programming Knowledge in Swedish Upper Secondary School during the 1970s and 1980s  Lennart Rolandsson, Cecilia Kilhamn and Kajsa Bråting 4 Introducing Programming and Computational Thinking in Grades 1–9: Sweden in an International Context  Linda Mannila and Fredrik Heintz 5 Design and Make—and Code? Technology Education and a Unified Conception of Technology  Jonas Hallström 6 Framing Computational Thinking and Digital Competence in Technology Education  Helena Isaksson Persson and Arnold Pears 7 Visual Programming as a Tool for Developing Knowledge in STEM Subjects: A Literature Review  Karin Stolpe and Jonas Hallström PART 2: Curriculum and Teacher Perspectives on Computational Thinking and Programming in Technology Education 8 Programming in School Technology Education: An Insight into Teachers’ Efforts to Unpack and Shape Programming in Technology Education  Peter Vinnervik 9 Discourses of Programming Teaching within Compulsory Education  Susanne Engström and Eva Björkholm 10 Student Teachers’ Experiences of Programmed Technological Artefacts: Range of Understanding and Ideas for Development  Anna Perez and Maria Svensson 11 Swedish Technology Teachers’ Understandings of Computer Programming as Modelling  Helen Brink 12 Teachers’ Experience of Science Centres as a Resource for Programming Education  Maria Sparf PART 3: Computational Thinking and Programming in Technology Teaching 13 Introducing Programming in an Early Primary Technology Classroom: The Distinction between Human and Robot  Astrid Berg and Cecilia Axell 14 Students’ Conceptions of Programmed Technological Solutions: A Basis for Organising Teaching  Anne-Marie Cederqvist 15 Metaphors and Gestures in Programming Education  Andreas Larsson 16 Product or Process Criteria? What Teachers Value When Assessing Programming  Lars Björklund and Charlotta Nordlöf Index

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Book Synopsis

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