A Qualitative Examination of Second Grade Teachers' Experiences and Attitudes around Coding and Robotics Education

Autor/in	Govind, Madhu
Titel	A Qualitative Examination of Second Grade Teachers' Experiences and Attitudes around Coding and Robotics Education
Quelle	(2022), (223 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Tufts University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-7283-5
Schlagwörter	Hochschulschrift; Dissertation; Grade 2; Elementary School Teachers; Teacher Attitudes; Robotics; Coding; Computer Science Education; Educational Technology; Faculty Development; Curriculum Implementation; Teacher Background + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School year 02; 2. Schuljahr; Schuljahr 02; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Robotertechnik; Codierung; Programmierung; Computer science lessons; Informatikunterricht; Unterrichtsmedien
Abstract	In recent years there has been an increased push for K-12 computer science education. A major reason for this push is the growing evidence that introducing young children to coding can enhance their interest and promote their learning of foundational skills needed to thrive in today's technologically rich world. However, little research has focused on early elementary teachers and their diverse experiences and attitudes around teaching coding and robotics. This dissertation addresses this gap by examining a sample of second grade educators (N = 15) from six elementary schools in a large U.S. public school district. The schools were selected to pilot the Coding as Another Language (CAL) -- KIBO program, which consisted of a training and curriculum that emphasized the pedagogical overlaps between computer science and literacy using the KIBO educational robotics platform. Teachers attended a full-day professional development training and subsequently implemented the CAL-KIBO curriculum in their classrooms. Teachers were interviewed at various points before, during, and after the training and curriculum implementation. Analysis of teacher interviews revealed five major categories encapsulating their experiences and attitudes: (1) knowledge of coding and robotics, and of teaching; (2) positive and negative attitudes about KIBO, teaching coding and robotics, and integrating coding with other content areas; (3) beliefs about coding, inclusion, and overall principles of education; (4) use and perception of human and material supports; and (5) strengths and challenges of instructional behaviors and pedagogical strategies. From these categories, three groups of teachers were identified, each of which shared similar experiences and attitudes. The first group of teachers, all with over ten years of teaching experience, voiced substantial challenges with lesson implementation and expressed predominantly negative attitudes towards teaching coding and robotics, as well as negative perceptions of support. The second group, with an intermediate level of teaching experience, also expressed challenges with lesson implementation but exhibited more moderate attitudes and perceptions of support. The third group, who had a mixed range of teaching experience, exhibited positive attitudes, perceptions of support, and beliefs about coding, in addition to sharing many highlights of their overall program experience. Case study examples illustrate teachers' varied experiences and attitudes. Implications of these findings, study limitations, and recommendations for research, practice, and policy are presented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01