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.

中文翻译：

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作为密码破解者的多元文化教学法：对基础教育中计算教育的横向方法的建议

虽然计算机已（重新）引入各国的基础教育课程，但其实际实施似乎并不一致。有些学校的计算机教育很普遍，而其他学校的实施似乎滞后。越来越多的证据表明，一些教师不认为计算机教育相关、有意义和重要，因此故意忽略了它的提供。这是有问题的，因为理解代码和计算的原理对于后数字时代的代理公民至关重要。本文认为，这些教师不情愿的一个主要原因是经济驱动的计算机教育话语框架，这与教师对待工作的社会化导向方式形成鲜明对比。为了帮助解决这个问题，本论文介绍了计算机教育的横向方法。它将代码概念化为具有社会和社会历史和后果的社会物质文本。从理论上和概念上讲，该方法借鉴了多元文化的教学法。主要思想是，与学生一起从功能和关键维度以及微观和宏观角度检查数字技术。活动腕带等可穿戴运动技术的使用被用作实际示例，将理论思想融入上下文。主要思想是，与学生一起从功能和关键维度以及微观和宏观角度检查数字技术。活动腕带等可穿戴运动技术的使用被用作实际示例，将理论思想融入上下文。主要思想是，与学生一起从功能和关键维度以及微观和宏观角度检查数字技术。活动腕带等可穿戴运动技术的使用被用作实际示例，将理论思想融入上下文。