during the COVID-19 lockdown. The coding club for pre-service teachers initially conceptualised as Scratch Coding Club (SCC), was established in response to the challenges of isolation and anxiety students faced during the lockdown. Molaodi informally established the club to unite students through coding using the graphical programming language Scratch. The club sessions were conducted online on Saturdays through Microsoft Teams. In the second semester of 2020, the club was formalised and funded by Professor Sarah Gravett, who suggested that the learnings from the club be investigated systematically. As a result, the club also became a research project and the focus of Molaodi’s Doctoral research. CODING AND ROBOTICS SLP FOR TEACHERS AND TEACHER EDUCATORS Due to the vast social media coverage of the SCC, as pre-service teachers shared their learnings with the public weekly, in-service teachers in South Africa noticed and showed interest in such opportunities. Therefore, the SCC evolved to include in-service teachers. Their programme was offered as an accredited ShortLearning Program (SLP): creative coding and robotics for teachers, at NQF level 8, worth 20 credits. The teachers learned coding with Scratch, robotics with Virtual Robotics Toolkit (VRT), and literature underlying teaching and learning of coding and robotics and the science of learning. Like the SCC, the SLP was also offered online. This was still during COVID-19, and many teachers were spread across the country, meaning it was not possible to meet. So, the team found a useful robotics toolkit that is virtual (VRT). We got permission to pilot the toolkit for free in our programme for two years. This worked successfully. We currently purchase licenses from Cogmation Robotics for all registered teachers. Through the SLP, we trained in-service teachers, heads of departments in schools, principals, Senior Education Specialists, and other Department of Basic Education officials. We also trained lecturers from other institutions like the University of Mpumalanga, Nelson Mandela University, Walter Sisulu University, and many others who are currently in the process of establishing similar programmes as part of their initial teacher education. CODING AND ROBOTICS IN THE BED PROGRAMME Our learnings in the programme over the years led us to formally introducing coding and robotics in the Foundation and Intermediate Phase initial-teacher programmes for the final year student teachers in 2024. CODING AND ROBOTICS FOR DCE LECTURERS In 2024 it was decided that all our lecturers in the DCE receive the same training. The rationale for training lecturers was two-fold. Firstly, we were already training lecturers in other institutions; secondly, we wanted the DCE lecturers to link coding and robotics with their respective disciplines so that they could infuse it in their modules and supervise postgraduate students interested in researching coding and robotics use in such disciplines. This was done face-to-face in the Makerspace that was launched in April 2024 Overview of our program The programme incorporates the 5Ps of Creative Learning (projects, play, peers, passion, purpose) and the 5Cs (creative thinking, collaboration, critical thinking, communication, computational thinking) to foster an inclusive and family-like environment. It emphasises practical, hands-on experience with robotic kits and basic coding concepts, aiming to seamlessly integrate coding and robotics into various subjects across the school curriculum. The programme commences with creative coding with Scratch and includes activities like animation and gaming. Building on the coding concepts, the programme then moves on to the robotics component. Participants are introduced to coding, learn to build robots, select robotics kits, and code the robot movements to solve real-world problems. Both the coding and robotics components are premised on literature on the relevant theories underpinning them, such as the science of learning. Teaching innovation We believe that our initiatives in the Faculty of Education, through the DCE, place the University of Johannesburg (UJ) at the forefront of educational innovation and enriching teaching and learning. Through our pioneering work in coding and robotics, we exemplify UJ’s commitment to aligning teaching strategies with the university’s strategic goals. These efforts not only elevate the quality of education at UJ but also inspire a culture of continuous learning and adaptation, crucial for thriving in a rapidly evolving global landscape. References Afari, E., & Khine, M. S. (2017). Robotics as an Educational Tool: Impact of Lego Mindstorms. International Journal of Information and Education Technology, 7(6), 437–442. https://doi.org/10.18178/ijiet.2017.7.6.908 Avello, R., Lavonen, J., & Zapata-Ros, M. (2020). Coding and educational robotics and their relationship with computational and creative thinking. A compressive review. Revista de Educación a Distancia (RED), 20(63). Catlin, D. (2016). Learning intentions and educational robots. Constructionism 2016. Bangkok. García-Carrillo, C., Greca, I. M., & Fernández-Hawrylak, M. (2021). Teacher perspectives on teaching the STEM approach to educational coding and robotics in primary education. Education Sciences, 11(2), 64. Petersen, Z. (2020). Primary school teachers’ experiences of professional development in teaching coding (Doctoral dissertation, Cape Peninsula University of Technology). Scaradozzi, D., Sorbi, L., Pedale, A., Valzano, M., & Vergine, C. (2015). Teaching Robotics at the Primary School: An Innovative Approach. Procedia - Social and Behavioral Sciences, 174, 3838–3846. https://doi.org/10.1016/j. sbspro.2015.01.1122 Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 73
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