Implementing and sustaining coding and robotics practices in rural elementary school districts: an activity theory perspective

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...

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Bibliographic Details
Published in:Journal of research on technology in education Vol. 56; no. 6; pp. 769 - 787
Main Authors: Boz, Tugba, Allexsaht-Snider, Martha
Format: Journal Article
Language:English
Published: Eugene Routledge 01.11.2024
Taylor & Francis Ltd
Subjects:
activity theory
Coding
Curricula
Elementary Education
elementary school
Elementary schools
Robotics
Rural schools
School Administration
School districts
ISSN:1539-1523, 1945-0818
Online Access:Get full text
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Summary: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.
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ISSN:1539-1523
1945-0818
DOI:10.1080/15391523.2023.2221870