Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6586
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dc.contributor.authorKim, ChanMin
dc.contributor.authorBelland, Brian
dc.contributor.authorGleasman, Cory
dc.date.accessioned2020-07-08T23:53:49Z
dc.date.accessioned2020-07-09T04:30:39Z-
dc.date.available2020-07-08T23:53:49Z
dc.date.available2020-07-09T04:30:39Z-
dc.date.issued2020-06
dc.identifier.citationKim, 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.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2020.2411
dc.identifier.urihttps://repository.isls.org//handle/1/6586-
dc.description.abstractThis 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?en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.subjectTeaching and Teacher Learningen_US
dc.titlePlayful Coding and Playful Learning Among Future Early Childhood Educatorsen_US
dc.typePosteren_US
Appears in Collections:ICLS 2020

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