Robotics Integration for Learning With Technology
Jiangmei Yuan, West Virginia University, United States ; ChanMin Kim, The University of Georgia, Pennsylvania State University, United States ; Rogers Hill, Dongho Kim, The University of Georgia, United States
CITE Journal Volume 19, Number 4, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This qualitative study examined how preservice elementary teachers integrated robotics into science, technology, engineering, and mathematics (STEM) lesson designs and why they designed their lessons in a particular way. Participants’ lesson designs were collected, and semistructured interviews were conducted. The authors analyzed lesson designs to examine how participants integrated robotics into their lesson designs and interviews to explore why they designed their lessons in a particular way. Our findings suggest that, in general, preservice elementary teachers designed lessons for student learning with technology. Only one lesson was for student learning from technology. The rest were for student learning with technology or applied a mixed approach that supported both student learning with and from technology. Preservice teachers’ lesson designs seemed to have been influenced by their pleasant struggles during robot design, collaboration experience, robotics integration knowledge, STEM content knowledge, and conception of STEM integration. Implications for teacher education are presented.
Yuan, J., Kim, C., Hill, R. & Kim, D. (2019). Robotics Integration for Learning With Technology. Contemporary Issues in Technology and Teacher Education, 19(4), 708-735. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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