Examining Teachers’ Intention to integrate Robotics-based Storytelling Activities in Primary Schools

Examining Teachers’ Intention to integrate Robotics-based Storytelling Activities in Primary Schools

educational robotics

primary school

professional teacher development

storytelling

Though expanding computational thinking to primary school students has become more prevalent, there is a lack of appropriate didactics. Educational robotics offers a possible approach. However, innovations can only find their way into the classroom if teachers find them feasible and meaningful. Thus, appropriate training and further education of teachers are becoming a necessity. This paper reports on investigating professional development for teachers in programming robots by integrating the method of storytelling in their teaching. It draws on the Technology Usage Inventory (TUI) model to explore how an interdisciplinary intervention with programmable robots, combined with the storytelling method “Tell, Draw & Code” can influence the intention to use them in the classroom. Comparing the pre-and post-test and the qualitative data analysis shows a significant increase in positive attitudes towards the use of robots. The learning scenarios produced by the participants show how successful implementation can succeed. These findings highlight the need for teachers to explore, reflect, and experience the potential of new technologies as part of their teacher development to implement innovations sustainably. The quasi-experimental study shows that this problem-based and interdisciplinary didactic setting is particularly well received by teachers because it promotes computational thinking, narrative, and reading skills in primary school students in equal measure, and it can be easily taught and transferred.

Tengler, Karin

Sabitzer, Barbara

International Journal of Interactive Mobile Technologies (iJIM); Vol. 16 No. 06 (2022); pp. 221-240

1865-7923

International Association of Online Engineering (IAOE), Vienna, Austria

2022-03-22

Copyright (c) 2022 Karin Tengler, Barbara Sabitzer

https://creativecommons.org/licenses/by/4.0

application/pdf

eng

info:eu-repo/semantics/article

info:eu-repo/semantics/publishedVersion

Peer-reviewed Article