ResuméMed samfundets pågående digitalisering som et tidstypisk nøgleproblem bliver de digitale teknologier et centralt anliggende for skolen og dermed for læreruddannelsens dannelsesopgave. Denne artikel præsenterer, undersøger og diskuterer et forsøg, hvor teknologiforståelse afprøves som nyt dannelsesfelt i den alment dannende undervisning i faget Lærerens Grundfaglighed, og hvor det er de lærerstuderende og deres dannelse i forhold til digitale teknologier, der er i fokus. I artiklen præsenteres eksempler på de studerendes møde med teknologiens umiddelbare egenskaber, gennem et brugerinterface og deres møde med de bagvedliggende strukturer i form af et programmeringsinterface. Artiklen belyser alment dannende elementer af teknologiforståelse i en læreruddannelseskontekst og diskuterer teknologiforståelse som potentiel bro mellem dannelsesteori og praksis.
Abstract (UK)This paper takes as its premise that society’s ongoing digitalisation can be viewed as what German educational philosopher Wolfgang Klafki termed an epochal key problem. Therefore, digital technologies are a central issue for the school and thus for teacher education. In the paper, we present, examine, and discuss an experiment, in which technology comprehension was tested as a new aspect of general pedagogy with a focus on students’ competences as well as their own, general education (bildung) in relation to digital technologies. The paper presents examples of students’ encounters with immediate properties of technology through a user interface as well as subsequent encounters with program structures in a programming interface. The paper presents aspects of bildung within technology comprehension in teacher education and discusses elements of technology comprehension as a potential bridge between general pedagogy and practice
