Computers in Europe's Classrooms: An Introduction

As new information technology became more prevalent in more sectors of society and industry during the 1970s and 1980s, people were confronted with new skill requirements in their professional as well as their personal lives. The concept of computer literacy as the basic skills and knowledge needed by everyone to participate fully in society and the economy became increasingly relevant to governments, educational policy makers and educators across Europe. However, historical sources point to a plethora of different understandings and wordings of computer education and computer literacy, as well as an abundance of different pedagogical approaches to the introduction of computers into the classroom. Similarly, existing literature highlights the involvement of various interest groups in the introduction of computers in schools, including students, parents, teachers, educators and policy makers, as well as manufacturers and vendors of computer technology. Exploring the history of how computers have entered the classroom in Europe through national and transnational case studies can shed light on the different facets and dynamics of the introduction of computer technology in education and, in particular, how different stakeholders and coalitions have negotiated and shaped this process+repphzhbib2023

'Training and Capacity Building for Media and Information Literacy'

This collection is ideal for students and researchers of MIL, as well as policy makers, educators and associations interested in MIL in the digital age

Ideologies of computer scientists and technologists (Correctness beyond reason)

Ideologies of computer scientists and technologist

Shaping Engineers, Making Gender Politics: Swedish Universities of Technology and the Creation of a Policy Field, 1976–1998

Despite a global reputation as a gender-equal nation, the labour market in Sweden is segregated. This particularly applies to engineering. Five decades of national gender equality policies and engineering recruitment campaigns have only partially transformed the situation. This thesis combines the study of two parallel and interlinked phenomena: the development of Swedish engineering education and profession, and the evolution of a national gender equality policy field. It examines how the Swedish engineering profession – represented by the universities of technology – from the mid-1970s, responded to demands from both national policies and from within the engineering communities. The push to act went in two directions; national policies pressured universities of technology to take measures, and representatives from the engineering communities often shaped gender equality policies. How engineering educators steered definitions of gender equality and the corresponding solutions in directions that suited their professional needs are at the heart of the analysis here. Drawing on previously unexplored archival sources and interviews and deploying a theoretical framework of professional boundary work (Thomas F. Gieryn), the dissertation argues that the Swedish male-dominated engineering profession, represented by their technical universities, conducted gender equality politics. The study adds to an emerging international research field on the history of gendered engineering (e.g. Amy Sue Bix, Nathan Ensmenger, Laura Ettinger, Mar Hicks, Alice Clifton-Morekis, Londa Schiebinger, Karin Zachmann) and the Swedish historiography of national gender equality politics. It presents Swedish historiography on the gendered culture in engineering and national gender equality policy to an international audience

Developing interreligious competence in teacher education

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