Enabling students to recognize and evaluate the ubiquitous impact of computing technology on society is an internationally proclaimed goal of a K-12 computing education. To that end, students need to actually engage with their computing knowledge in concrete everyday situations. From the perspectives of learning transfer and variation theory, we conducted three iterations of a classroom intervention and qualitatively analyzed students’ learning processes. As a result, we propose a model of four so-called critical aspects of everyday computing technology in that context. We present various classroom situations and learning experiences in relation to those aspects, and discuss what seems to have enabled or prevented meaningful learning. In particular, we found that several students had difficulties in conceiving of computing technology as simultaneously economical and powerful, thus limiting its potential ubiquity. We discuss our findings in the context of contemporary theories of learning transfer and argue that they suggest specific issues that may seriously inhibit students to appropriately engage with their computing knowledge in the context of everyday technologies.

中文翻译：

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小而强大

让学生认识和评估计算技术对社会的普遍影响是国际公认的 K-12 计算教育目标。为此，学生需要在具体的日常生活中实际参与他们的计算知识。从学习迁移和变异理论的角度，我们进行了课堂干预的三个迭代，并定性地分析了学生的学习过程。因此，我们提出了在这种情况下日常计算技术的四个所谓关键方面的模型。我们介绍了与这些方面相关的各种课堂情况和学习经历，并讨论了似乎促成或阻碍了有意义的学习的因素。特别是，我们发现，一些学生难以将计算技术想象为既经济又强大，从而限制了其潜在的普遍性。我们在当代学习迁移理论的背景下讨论我们的发现，并认为它们提出了可能严重阻碍学生在日常技术背景下适当地使用他们的计算知识的具体问题。