Teachers’ perception about the difficulty and use of programming and robotics in the classroom

ABSTRACT

Programming and robotics are resources that can be used as a learning tool for understanding content. However, some teachers are unmotivated due to preconceptions about their difficulties, which hinder their learning and subsequent application in the classroom. This study aims to determine the perception of 195 teachers teaching different grade levels and areas of knowledge on the learning of programming, robotics, and their possibilities of applying them in the classroom. The results show no differences according to the educational stage to perceive adequate skills to learn programming and robotics, although, by area, the teachers of STEAM are considered more capable than the rest. Regarding the introduction of these resources in the classroom, there are no differences according to educational stage. As for differences by area, STEAM teachers stand out, followed by generalist teachers at lower levels (kindergarten and basic school), while there is greater reluctance among teachers of non-STEM areas at higher levels (high school and university and others). It is concluded that the initial perception is similar for teachers of different stages, and with differences with respect to the area, having interesting repercussions on the design of courses.

KEYWORDS:

• Teacher education
• programming
• educational robotics
• teacher attitudes

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability

Figshare: https://doi.org/10.6084/m9.figshare.16733692.v1

Additional information

Notes on contributors

Beatriz Ortega-Ruipérez

Beatriz Ortega-Ruipérez is a researcher and professor of technology-enhanced learning at the Universidad Internacional de La Rioja (UNIR) and external professor at Universidad Rey Juan Carlos (URJC). Her research interests include Self-regulated Learning, Computational Thinking, Programming and Robotics for Education, Special Needs technology-enhanced learning, Service Learning, and Critical Thinking.

She has developed a digital tool to evaluate computational thinking throught problem solving; and she has developed an application that allows the person with self-regulated learning. Also, she has participated in BLUETHINKING, an application that allows the person with ASD to learn programming.

Miguel Lázaro Alcalde

Miguel LázaroAlcalde is a researcher and professor of technology-enhanced learning at the Universidad Internacional de La Rioja (UNIR), Universidad La Salle and Universidad Nebrija. He is also an expert consultant in pedagogical innovation and new business lines at Edelvives publishing house. His research interests include Technology-enhanced learning and Programming and Robotics for Education.

He has worked on digital skills training projects at the Autonomous University of Madrid and training projects with technologies for Microsoft Education, on how Minecraft can improve learning in different subjects.