Table 2 Discursive themes
From: Compulsory coding in education: liberal-humanism, Baudrillard and the ‘problem’ of abstraction
Shared themes | Yes case-only themes | No case-only themes |
|---|---|---|
• The purpose of learning and education | Biological/brain | Esoteric/little use |
• Moral concerns | Fear | How I really learned programming |
• Overstating the easiness of learning to program | Fix own things | Not everyone can code |
• Personal/individual benefits | Urgency | Screen time |
• Economic benefits | ||
• Ubiquity of computers and coding | ||
• Ability to fix one’s computer-related problems | ||
• Thinking skills and creativity | ||
• Computational participation | ||
• Career benefits | ||
• Crowded curriculum | ||
• Historical parallels | ||
• Student ages | ||
• Spill-over/transference | ||
• Technologies/languages | ||
• Other school subjects | ||
• Social justice | ||
• The times | ||
• Technology creators | ||
• Literacy | ||
• Engaging artificial intelligence/computers/robots |