Unplugged Computing and Semantic Waves

Abstract

We explore how Legitimation Code Theory, and, in particular, semantic waves, provides a useful way to understand what makes unplugged computing activities effective (or not) in the classroom. We overview the theory, discuss how it applies to unplugged activities, and describe a case study where we apply it to a specific, widely used, unplugged activity. In particular, we show that the published lesson plan follows a semantic wave. We suggest that semantic waves are useful both in developing and reviewing lesson plans around unplugged (and other) computing activities. They also have great potential in teacher training and continuous professional development of computing teachers.