Elementary Pre-service Teachers’ Perceptions of Educational Robotics: A Case Study of a Situated Learning Experience

Abstract

We live in a digital age where technology plays a pivotal role and can significantly transform education. In recent years, educational robotics has become an innovative resource for classroom learning. However, educators must have technical, pedagogical, and content knowledge to use educational robotics effectively. This dissertation investigates pre-service teachers' perceptions before and after a 10-week situated learning experience. The situated learning experience featured a robotics workshop, in-class activities, and a one-week summer camp with elementary students guided by a mentor teacher. In this qualitative case study, pre-service teachers responded to a pre-survey at the beginning of the semester, a mid-survey after a robotics workshop, and a post-survey at the end of the semester. Three pre-service teachers also participated in a semi-structured interview at the end of the semester to reflect on their experiences. The open-ended surveys were analyzed using the Technological Pedagogical Content Knowledge (TPACK) framework and thematic analysis. The open-ended interviews were also analyzed thematically. The analysis identified five key themes, highlighting a noticeable shift in perceptions. This research indicates a need for pre-service teachers to have a hands-on, authentic experience with educational robotics.