Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6586
Title: Playful Coding and Playful Learning Among Future Early Childhood Educators
Authors: Kim, ChanMin
Belland, Brian
Gleasman, Cory
Keywords: Teaching and Teacher Learning
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Kim, C., Belland, B., & Gleasman, C. (2020). Playful Coding and Playful Learning Among Future Early Childhood Educators. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2411-2412). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: This research examined how undergraduates majoring in Early Childhood Education (a) engaged with robot coding and (b) designed to engage preschoolers in learning with robots. A symbolic interactionism perspective was applied to examine how and why these future early childhood education teachers learned to code and planned lessons integrating robots into preschoolers’ play. The central research question was: How and why do pre-service early childhood teachers use robotics in preschoolers’ play?
URI: https://doi.dx.org/10.22318/icls2020.2411
https://repository.isls.org//handle/1/6586
Appears in Collections:ICLS 2020

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