Teaching coding and robotics in rural schools.

Abstract

Coding and robotics are exciting fields that combine programming, engineering, and innovation. Studying coding and robotics can be a fantastic way to develop valuable skills and open up exciting career opportunities. However, for rural schools, it is often accompanied with inadequate teaching resources. South Africa has introduced coding and robotics into its school curriculum. This move is expected to modernise the education system, focusing on developing 21st century skills like problem-solving, critical thinking, and creativity. This study focuses on teaching coding and robotics in rural schools. Unlike the traditional subjects like history and geography, on foundation phase (Grades R-3) coding and robotics curriculum focuses on unplugged coding activities, pattern recognition, and basic robotics concepts. Intermediate phase (Grades 4-6) develops programming skills using block-based coding platforms and introduces more complex robotics concepts. Senior phase (Grades 7-9) builds on previous knowledge, emphasising advanced programming concepts, robotics, and application skills. This study adopted an integration of Cognitive Load Theory (CLT) and social constructivism. Qualitative methods were supported as it is in accordance with the interpretivism paradigm. All data collection took place through questionnaires, workshops and observations and semistructured interview. The sample size was 16 participants from all four schools (four teachers from each school). The results show that teachers are not teaching coding and robotics in their school due to limited technological resources and inadequate teacher training. Schools lack necessary infrastructure such as computer labs and internet connectivity. Teachers need professional development to effectively teach coding and robotics. Developing effective assessment methods for coding and robotics can be difficult. Effortlessly integrating coding and robotics into existing curricula can be complex. Furthermore, addressing these challenges requires collaboration between teachers, policymakers and stakeholders to provide support and resources. In addition, strategic alliances between organisations and government are important for providing resources and support. The researcher proposes that the rural schools should be introducing unplugged coding, since it is teaching coding without using digital devices. It is accessible without access to technology.