Abstract
The educational value of robotics technology is being embraced in many countries. Teachers who are burdened with a full curriculum are expected to integrate robotics technology into teaching and learning. However, there are no clear guidelines about how they can achieve this. Pre-service teachers, therefore, need to be equipped with the knowledge about how to incorporate robotics into their lessons to deliver content and develop competencies for a changing world in learners. This study used literature to derive six learning design principles to guide the integration of robotics into the existing STEM curriculum. The principles were derived, refined, and grouped using TPACK as a framework. Twelve fourth-year Intermediate Phase pre-service teachers from the University of Johannesburg participated in a four-workshop iteration of the Design-Based research study. Participants engaged in robotics tasks, designed competency-infused Natural Sciences and Technology lessons for grades 4-6 that incorporate robotics, and then reflected on their integration approaches. Findings revealed that pre-service teachers integrate robotics into lessons based on the knowledge acquired through experiences with robotics kits. Furthermore, their integration knowledge relied on robotics knowledge, pedagogical knowledge, and content and competency knowledge. The results of this study point to the importance of embedding robotics into the already existing curriculum through activities that lead to learners' content knowledge and competency development. This research brings together robotics technology, lesson design, content delivery, and competency development. Keywords: Educational robotics, Pre-service teachers, STEM, Competencies for a changing world, Learning design principles.
M.Ed. (Information and Communication Technology in Education)