Space, Place and Practice in Computing Education

In this paper, we explore the relationship of space, place and practice in computing education. We first provide an overview of practice theories before selecting a specific theory of practice that consists of three components: materials, competence, and meaning. We then use this framework as a lens to consider a variety of learning spaces that are available to computing students at the University of Kent -- a common room, computer lab, and makerspace -- and how they negotiate them. Specifically, we draw on data collected as part of focus group interviews and discuss the different practices apparent in these spaces. The value of this approach lies in its ability to expose otherwise invisible student behaviours.