Co-Designing and Implementing a 4th Grade Robotics and Coding Event: Preservice and Inservice Teacher Perspectives

摘要

While increasing emphasis has been placed on computer science (CS) and computational thinking (CT) little is known about these topics in elementary classrooms. Significant equity gaps exist within CS/CT at the elementary level, with a major contributor being the lack of highly qualified CS/CT elementary teachers. Professional development (PD) for inservice teachers who already teach in high need CS schools or for preservice teachers planning to teach in high need schools is a viable solution. The research presented was part of an ongoing university/elementary school Teacher-Researcher Partnership designed to address the CS/CT PD needs of elementary educators. An exploratory, descriptive case study was conducted to better understand the experiences of 4th grade inservice teacher partners co-designing and implementing a robotics event serving over 100 4th grade students, along with the experiences of preservice teachers facilitating the event. Inservice teacher partners (n=5) were participants generating data through co-design session recordings, co-designed artifacts, and a final reflective interview. Data from preservice teacher facilitators (n=14) were anonymous reflections. Thematic analysis found inservice teachers gained increased confidence and ownership over CS/CT activities. Moreover, inservice and preservice teachers both reported student benefits such as growth in Technology and Engineering Education (T&EE) problem-solving, critical thinking, and collaboration skills. The emergence of joyfulness from CS/CT engagement was an important finding, particularly given T&EE intentionally capitalizes on the benefits of appealing, minds-on/hands-on experiences for young learners. This research provides insights for other T&EE researchers who are exploring PD approaches that help build CS, CT, problem-solving, and other related T&EE skills and dispositions.