The research project “Technucation – Technological Literacy through Education“(2011-2015) investigates the possibility for teachers and students in teaching vocational education to develop an understanding of “Technological Literacy” at schools.

Technucation is driven through a combination of ethnographic field studies and experimental “Living Labs” (Engeström 1996, Reason and Bradbury 2006). The central purpose of Technucation is to advance the understanding of technology to the specific demands of vocational education. The challenge is to achieve a deeper understanding of technological literacy that can contribute to the development of future teaching practices.

Teachers are confronted with new and innovative technology throughout their work in schools. Interactive whiteboards, I-pad and e-books are coming into schools, and teachers have to develop their understanding of these new technologies by taking them into use (Ihde 1990, Ihde 2010). We are investigating how technologies influence everyday life in schools and the learning process in the class room. We have done ethnographic field study focusing on how teachers integrate technology in their everyday working practices. These findings are intended to provide a foundation for the design of a series of Living Labs directed upon teacher´s vocational education within participation of practitioners, students and teachers from vocational education together with researchers.

Furthermore, one of the main drivers in the project is the development of a new notion of technological literacy. The traditional notion rests on a competence-oriented understanding of technological literacy, while the Technucation project includes the influence of everyday-life on professional technological practice. The development of a more practice- oriented notion and the methods of involvement in the development of knowledge (hopefully) proceeds intertwined. (Garmire and Pearson 2006, Ihde 2010).

Living Labs take the form of an experimental space or living laboratory. In Living Labs the participants simulate working practices and situations involving the use of new technologies and use these experiments as basis for idea development of didactical perspectives relevant for  teachers vocational education(Engeström 1991).

In these terms Technucation investigates the relations between people and technology within schools, and brings this knowledge into Living Labs to be reflected among participants all related to the teachers vocational education (Ihde 2010). The Living Lab approach is intended to be a learning platform where participants can work and create conditions for experimenting with new didactical approaches. We try out new ideas and explore designs for new knowledge generated through ethnographic studies.

We regard the ‘lab’ approach as a kind of action research in the tradition of Kurt Lewin. (Lewin 1946, 1948). Action research is an interactive inquiry process that balances problem solving actions implemented in a collaborative context with data‐driven collaborative analysis or research to understand underlying causes to enable change in for example organizations (Reason & Bradbury, 2006). Experiments and simulations will create new perceptions of how we can develop

"Technological literacy", through carrying out findings from the ethnographical studies. These perceptions will be discussed by Living Lab participants and results will be further translated into specific pedagogical tools, methods and textbook material aimed at developing technological literacy in teaching professions.

Cole, M. & Engeström, Y. (1993). A cultural‐historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognitions: Pychological and educational considerations. Cambridge: Cambridge University Press. Engeström, Y. (1987). Learning by expanding: An activity‐theoretical approach to developmental research. Helsinki: Orienta‐Konsultit. Engeström, Y. (1991). Developmental work research: Reconstructing expertise through expansive learning. In M. I. Nurminen & G. R. S. Weir (eds.), Human jobs and computer interfaces. Amsterdam: Elsevier Science Publishers. Engeström, Y. (1996). Innovative learning in work teams: Analyzing cycles of knowledge creation in practice. Paper presented at the international conference 'Work and Learning in Transition: Toward a Research Agenda', sponsored by the Russell Sage Foundation, San Diego, CA, January 1996. Garmire, E., & Pearson, G. (Eds.). (2006) Tech tally: Approaches to assessing technological literacy. Washington: National Academy Press. Hastrup, K. (1995) A Passage to Anthropology ‐ between experience and theory, London: Routledge. Ihde, Don (1990): Technology and the Lifeworld. From Garden to Earth. Indiana University Press. Ihde, Don (2010): Heidegger´s Technologies. Perspective in Continental Philosophy. Lewin, K. (1948). Resolving social conflicts: Selected papers on group dynamics. New York: Harper & Brothers. Lewin, K. (1946) Action research and minority problems. J Soc. Issues 2(4): 34‐46. Kvale, Steiner (1994): Interview. En introduktion til det kvalitative forskningsinterview. Hans Reitzel. Nielsen, Kurt Aagard (2004): ”Aktionsforskningens videnskabsteori”. In: Olsen, L., F. Videnskabsteori på tværs af fagkulturer og paradigmer I samfundsvidenskaberne (p.517-545). Roskilde Universitetsforlag. OECD (2002): Proposed Standard Practice for Surveys on Research and Experimental Development. Reason, P., Bradbury, H. (Eds.) (2006) Handbook of Action Research: Concise Paperback edition. London:Sage. Schraube, Ernst (2009):”Technology as Materialized action and its Ambivalences”. In: Theory & Psychology 19:296. Staunæs, Dorte & Dorte Marie Søndergaard (2005): Interview i en tangotid. In: Järvinen, Margaretha & Nanna Mik-Meyer: Kvalitative metoder i et interaktionistisk perspektiv. Interview, observationer og dokumenter. Hans Reitzel.