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dc.contributor.authorMertala, Pekka
dc.date.accessioned2021-06-04T04:29:10Z
dc.date.available2021-06-04T04:29:10Z
dc.date.issued2021
dc.identifier.citationMertala, P. (2021). The pedagogy of multiliteracies as a code breaker : A suggestion for a transversal approach to computing education in basic education. <i>British Journal of Educational Technology</i>, <i>52</i>(6), 2227-2241. <a href="https://doi.org/10.1111/bjet.13125 " target="_blank">https://doi.org/10.1111/bjet.13125 </a>
dc.identifier.otherCONVID_89803326
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/76198
dc.description.abstractWhile 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.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherWiley
dc.relation.ispartofseriesBritish Journal of Educational Technology
dc.rightsCC BY-NC 4.0
dc.subject.otheralgorithm
dc.subject.othercoding
dc.subject.othercomputing
dc.subject.othereducation
dc.subject.othermultiliteracies
dc.subject.otherpedagogy
dc.subject.otherschool
dc.titleThe pedagogy of multiliteracies as a code breaker : A suggestion for a transversal approach to computing education in basic education
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202106043425
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange2227-2241
dc.relation.issn0007-1013
dc.relation.numberinseries6
dc.relation.volume52
dc.type.versionpublishedVersion
dc.rights.copyright© 2021 The Author. British Journal of Educational Technology published by John Wiley & Sons Ltd on behalf of British Educational Research Association
dc.rights.accesslevelopenAccessfi
dc.subject.ysomonilukutaito
dc.subject.ysoalgoritmit
dc.subject.ysoperusopetus
dc.subject.ysooppiaineet
dc.subject.ysoohjelmointi
dc.subject.ysopedagogiikka
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p28850
jyx.subject.urihttp://www.yso.fi/onto/yso/p14524
jyx.subject.urihttp://www.yso.fi/onto/yso/p19327
jyx.subject.urihttp://www.yso.fi/onto/yso/p5296
jyx.subject.urihttp://www.yso.fi/onto/yso/p4887
jyx.subject.urihttp://www.yso.fi/onto/yso/p1584
dc.rights.urlhttps://creativecommons.org/licenses/by-nc/4.0/
dc.relation.doi10.1111/bjet.13125
dc.type.okmA1


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