Computational Empowerment for Emerging Technologies in Education (CEED) is a research project exploring and building new practices of computational empowerment for emerging technologies in Danish secondary education. CEED addresses the core question: How do we empower coming generations to understand the complexity and impact of digital technology and become co-creators of our future digitalised society? While new technologies are rapidly transforming our everyday lives, investment in educating children about their impact and potentials has just begun, prioritizing a focus on coding skills and computational thinking over quality of life, agency and democracy. Based on ten years of research into digital design and making in education, CEED will address the next societal and educational challenge – of emerging technologies (IoT and AI/ML) – and their role in the digitalisation of society. CEED extends the current focus on computational thinking in education through a design-oriented approach that brings together humanistic, participatory and technical perspectives to develop a theoretical, technical and methodological framework for Computational Empowerment. The framework is developed through an integrated focus on ‘digital design literacy’, technological materials and toolkits, and human-centred principles for learning and designing with emerging technologies in secondary education. In this way, the research will contribute to developing sustainable best-practices at local and national level, while contributing to state-of-the-art in a global research community.

My sub-project is oriented towards the development of principles for Designing and Learning with Emerging Technologies. Specifically, this project explores how to understand and approach emerging technologies from a human-centred perspective that enable children and educators to actively engage with these in secondary education. It addresses the need for understanding both the computational premises and qualities for AI and IoT and their integral relation to everyday and automated decision-making, personal and societal impact. The project will develop a set of human-centred principles for learning and designing with emerging technologies that cover all stages of an iterative design process.

Related publications:

Karl-Emil Kjær Bilstrup, Magnus Høholt Kaspersen, Mille Skovhus Lunding, Marie-Monique Schaper, Maarten Van Mechelen, Mariana Aki Tamashiro, Rachel Charlotte Smith, Ole Sejer Iversen, and Marianne Graves Petersen. 2022. Supporting Critical Data Literacy in K-9 Education: Three Principles for Enriching Pupils’ Relationship to Data. In Interaction Design and Children (IDC ’22). ACM, New York, NY, USA, 225–236.

Mariana Aki Tamashiro, Maarten Van Mechelen, Marie-Monique Schaper, Ole Sejer Iversen. (2021). Introducing Teenagers to Machine Learning through Design Fiction: An Exploratory Case Study. Proceedings of the International Conference on Interaction Design and Children (IDC’21). 71–475. DOI:

Vicky Charisi, Laura Malinverni, Elisa Rubegni, and Marie-Monique Schaper. (2020). Empowering Children’s Critical Reflections on AI, Robotics and Other Intelligent Technologies. In Proceedings of the 11th Nordic Conference on Human-Computer Interaction: Shaping Experiences, Shaping Society (NordiCHI ’20). Association for Computing Machinery, New York, NY, USA, Article 128, 1–4. DOI: