A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
The pedagogy of multiliteracies as a code breaker : A suggestion for a transversal approach to computing education in basic education (2021)

Mertala, P. (2021). The pedagogy of multiliteracies as a code breaker : A suggestion for a transversal approach to computing education in basic education. British Journal of Educational Technology, 52(6), 2227-2241. https://doi.org/10.1111/bjet.13125

JYU-tekijät tai -toimittajat

Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Mertala, Pekka

Lehti tai sarja: British Journal of Educational Technology

ISSN: 0007-1013

eISSN: 1467-8535

Julkaisuvuosi: 2021

Ilmestymispäivä: 28.05.2021

Volyymi: 52

Lehden numero: 6

Artikkelin sivunumerot: 2227-2241

Kustantaja: Wiley

Julkaisumaa: Britannia

Julkaisun kieli: englanti

DOI: https://doi.org/10.1111/bjet.13125

Julkaisun avoin saatavuus: Avoimesti saatavilla

Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/76198

Tiivistelmä

While computing has been (re)introduced into the basic education curricula in various countries, its actual implementation appears to be inconsistent. There are schools in which computing education is commonplace, while the implementation seems to be lagging behind in others. There is emerging evidence that some teachers do not consider computing education relevant, meaningful and important and, thus, intentionally neglect its provision. This is problematic as understanding the principles of code and computing is crucial for agentic citizenship in the post-digital era. This paper argues that one main reason for these teachers' reluctance is the economy-driven discursive framing of computing education, which is in contrast with the socialization-oriented manner in which teachers approach their work. To contribute to resolving this issue, the present paper introduces a transversal approach to computing education. It conceptualizes code as a sociomaterial text with social and societal histories and consequences. Theoretically and conceptually, the approach draws on the pedagogy of multiliteracies. The leading idea is that digital technologies are examined with students from functional and critical dimensions and through micro and macro perspectives. The use of wearable sports technologies, such as activity wristbands, are used as practical examples to put the theoretical ideas into context.

YSO-asiasanat: perusopetus; oppiaineet; ohjelmointi; algoritmit; pedagogiikka; monilukutaito

Vapaat asiasanat: algorithm; coding; computing; education; multiliteracies; pedagogy; school

Liittyvät organisaatiot

OKM-raportointi: Kyllä

Raportointivuosi: 2021

JUFO-taso: 2