Three recommendations to engage At-Risk Students in Critical Reflection on Intelligent Technologies through Remote Learning

Abstract

The agenda of Computational Empowerment points towards the need for inclusive approaches for supporting all students in learning about technology and the development of digital literacy. This paper aims at exploring how to develop remote learning activities in technology education during a pandemic for at-risk students. We present a case study with 23 primary students (11-12 years) who we involved in online and offline learning activities about both how intelligent technologies work but also on the implications that these technologies bring to our society. Our findings showed potential challenges to engage at-risk students in the agenda of Computational Empowerment. We propose three recommendations and future directions to scaffold at-risk students' learning about intelligent technologies in remote contexts: (1) support the development of agency through the engagement of contexts-for-action; (2) reduce the complexity of remote communication through creative and bodily engagement; (3) reflect upon forces that marginalize oneself in a digitized society.