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Facilitating a Robotics Program in an After-school Context: Elementary School Teachers' Perceived Learning
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, , , , , , Boise State University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper presents a case study on a prolonged professional development for six elementary school teachers through the facilitation of a robotics program in an after-school context. The preliminary data analysis shows that the six participating elementary school teachers developed relevant STEM content knowledge, appreciated the relationships among STEM areas, gained a deeper understanding of the various ways that students solve problems, and became better at facilitating and leading project-based robotics activities. The results suggest that the professional development model designed in this study has a great potential to prepare elementary school teachers to integrate robotics in their regular classrooms.

Citation

Ching, Y.H., Wang, S., Yang, D., Baek, Y., Swanson, S. & Chittoori, B. (2019). Facilitating a Robotics Program in an After-school Context: Elementary School Teachers' Perceived Learning. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1762-1767). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved June 18, 2019 from .

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