ERIC Number: EJ1447154
Record Type: Journal
Publication Date: 2024
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1539-1523
EISSN: EISSN-1945-0818
Implementing and Sustaining Coding and Robotics Practices in Rural Elementary School Districts: An Activity Theory Perspective
Tugba Boz; Martha Allexsaht-Snider
Journal of Research on Technology in Education, v56 n6 p769-787 2024
In this study, we investigated a rural school district's endeavor to implement and sustain coding and robotics integration into their elementary school classrooms. Our data sources were teacher and administrator interviews, video recordings of teachers' learning of coding and robotics, and artifacts. The analysis showed that administrators and teachers developed deeper interests in including coding and robotics practices in their schools, particularly when they observed the relevancy of coding and robotics education for elementary schools. The analysis also revealed some contradictions in the implementation and sustainability of coding and robotics practices/instruction in the district. Some of these contradictions were related to the contextual and situational realities of teachers' jobs, such as their time frames to cover the curriculum.
Descriptors: Rural Schools, Elementary Schools, Coding, Robotics, Faculty Development, Teacher Attitudes, Administrator Attitudes, STEM Education
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1741910