ERIC Number: EJ1332446
Record Type: Journal
Publication Date: 2022-Apr
Pages: 29
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-2357
EISSN: N/A
How Do Elementary School Teachers Learn Coding and Robotics? A Case Study of Mediations and Conflicts
Boz, Tugba; Allexsaht-Snider, Martha
Education and Information Technologies, v27 n3 p3935-3963 Apr 2022
In this qualitative case study, we examined in-service elementary school teachers' learning of coding and robotics in a blended professional learning course developed and delivered through the collaboration between university faculty and a school district. We focused on activity theory to understand and reveal the mediations, conflicts, and effective practices that facilitated or hindered teachers' learning of coding and robotics. The participants of the study were twelve teachers from five different elementary schools in a rural school district. Data collection and generation sources included interviews, videos of class meetings, course assignments, and artifacts. In analyzing the data, we employed analytical approaches under the guidance of activity theory. The findings showed that teacher collaboration, coding/robotics platforms employed during the professional learning course, instructional approaches, and resources in and outside the professional learning setting mediated or conflicted with the teachers' learning of coding and robotics depending on the way that each of these elements was employed in the course. Elaborating on these elements, we reported the implications for further research and practice.
Descriptors: Elementary School Teachers, Programming, Robotics, Inservice Teacher Education, Teacher Collaboration, Teaching Methods
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A