The relation between Gendered Innovation and technucation The relation between Gendered Innovation and technucation?  Professor Cathrine Hasse, DPU, AU, www.technucation.dk April 4th Gender, Research &Innovation Seminar on the integration of a gender dimension in research and innovation

Physicists Nurses and teachers Projects entangling cultural learning processes, mediating artefacts and organizational culture: - in three gendered fields Physicists Nurses and teachers The Niels Bohr project – 1996-2002 (The Danish Research Counsel) The Cultural Dimensions of Science 2002-2005 UPGEM 2005-2008 European Commission, 6th FP The Technucation Project - 2011-2015 (The Danish Research Counsel)

Gender segregated workplaces In hospitals: 95,2 % female nurses In schools: 69,0% female teachers In Engineering and physics Work Places dominated by male employees often working with technological ‘innovations’

The TechnUcation-project Explore everyday complex work life practice of nurses and teachers in order to create a ’situated technological fluency’ in professional education. 15 researcher 2011-2015 Fieldwork, change laboratories, living lab Postphenomenology Cultural historical activity theory (CHAT) Cultural models

Innovation and Malleable humans, malleable technologies? Hypothesis in Technucation: 1. Technologies are malleable: The meaning and use of technological artefacts are changed in the meeting with workplace cultures and staffs embodied use. 2. Human beings are malleable: The relations between humans and the aim of their work are changed in the meeting with of technological artefacts

Focus of the research in schools and hospitals: The project explores, through qualitative research, the complex intended and unintended consequences of the relations between technologies and human beings in workplace cultures – and see to that the understandings of these consequences are brought back to the education of coming professionals to teach them to become drivers of technological innovations through a teaching tool developed through prototypes tested in living labs.

Background in Denmark: The government’s massive investment in technology: Interaktive whiteboards, portable computers, OPUS, scanning of patients, telecare etc. Teachers and nurses do not learn about technologies in their basic education. They learn in courses as in-service professionals, through manuals and individual play – but the main source of learning is through colleagues

Technological literacy STEM – Standards for engineers and ’All Americans’ Broadly speaking technology is how people modify the natural world to fit their own purposes. From the Greek word “techne” meaning art or artifice or craft, technology literally means the act of making or crafting. More generally it refers to the diverse collection of processes, knowledge and skills that people use to extend human abilities and to satisfy human needs and wants (ITEA -International Technology Education Association, 2000 p.2).

Innovation through Employee driven innovation Towards a new: Situated technological FLUENCY A situated technological literacy useful for pre-service nurses and pre-service teachers who need to prepare themselves for unexpected connections between professional embodiments and the multistable disruptive quality of technological tools

Horizon 2020 vision Employee-driven innovation in the public sector (cannot help become a project of gendered innovation) Teachers Nurses