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

Abstract

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.

Keywords:

• Coding
• elementary school
• activity theory

Additional information

Funding

This work was partially supported by the United States National Science Foundation under grant number 1741910. Any opinions, findings, and conclusions in this paper are those of the authors and do not necessarily reflect the views of the National Science Foundation.

Notes on contributors

Tugba Boz

Tugba Boz completed her PhD at the University of Georgia. Her research interests are integrated STEM education, coding and robotics education in elementary/primary schools, and teacher professional development. Dr. Martha Allexsaht Snider is an associate professor (emerita) in the Department of Educational Theory and Practice at the University of Georgia. Her research focuses on bilingual education, STEM education, and teacher education.

Martha Allexsaht-Snider

Dr. Martha Allexsaht Snider is an associate professor (emerita) in the Department of Educational Theory and Practice at the University of Georgia. Her research focuses on bilingual education, STEM education, and teacher education.