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.
| Original language | English (US) |
|---|---|
| Title of host publication | 14th International Conference of the Learning Sciences |
| Subtitle of host publication | The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings |
| Editors | Melissa Gresalfi, Ilana Seidel Horn |
| Publisher | International Society of the Learning Sciences (ISLS) |
| Pages | 2411-2412 |
| Number of pages | 2 |
| ISBN (Electronic) | 9781732467286 |
| State | Published - 2020 |
| Event | 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Nashville, United States Duration: Jun 19 2020 → Jun 23 2020 |
Publication series
| Name | Computer-Supported Collaborative Learning Conference, CSCL |
|---|---|
| Volume | 4 |
| ISSN (Print) | 1573-4552 |
Conference
| Conference | 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 |
|---|---|
| Country/Territory | United States |
| City | Nashville |
| Period | 6/19/20 → 6/23/20 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
All Science Journal Classification (ASJC) codes
- Human-Computer Interaction
- Education
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