The pedagogy of multiliteracies as a code breaker: A suggestion for a transversal approach to computing education in basic education

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