In this paper we raise the research question: What is needed in order that a new subject: Technological Literacy may be implemented in Danish primary and lower secondary school, independent of the teacher's prior technological and digital skills. We have conducted our research through both an empirical and theoretical study. Technological Literacy is being introduced across Denmark as trial subject in 46 schools for a period of 3 years. The general aim of the subject is to enhance the development of active, critical and democratic pupils who may contribute as citizens to a digitized society more specifically, the new subject comprises a total of four areas of competences: Technological Ability to Act, understood as pupils ability to master and understand different digital technologies. Digital Empowerment is the ability to understand digital artefacts through analyses and reflection. Digital Design and Design Processes focus on the ability to frame problems within complex problem spaces generate new ideas and transform them into digital prototypes. Computational Thinking is the ability to frame complex problems that they may be executed by a computer. To teach Technological Literacy is a challenge to teachers, and we investigate how the teacher's competencies may be developed within the subject by framing it within three complementary learning perspectives. The theory of 'Bildung' (formation) to understand the educational perspective on formation that exist in Danish primary and lower secondary education today, and to understanding how digital literacy challenges the educational system. The didactic perspective constitutes the basis for unfolding the pedagogical approach in Technological Literacy, and for identifying the consequences for the teacher's didactics. The third perspective is the OECD report on the 21s century skills which deals with the competencies that are required and will be required by the future society. These complementary learning perspectives frame the subject of Technological Literacy. A discourse analysis is carried out of official documents on Technological Literacy from The Danish Ministry of Education [1]. The curriculum document and the Teaching Guidelines document, which are the foundation for the subject. The analytical concepts for analyzing the documents are drawn from an explorative empirical study (workshops) with teachers. The workshops focused on participants understanding and conceptualization of Technological Literacy through focusing on their collaboration and the dialogic process of negotiation of meaning, their common prioritization of concepts and their design constructions (LEGO). At the conference we will present Technological Literacy and its confrontation with reality through the results of the empirical workshop.
