Opinions of Future Prospective Teachers on Coding Technique

Abstract

The use of technology in education has increased rapidly in recent years, and one of these is coding training. Rapid changes have been observed in coding education in recent years. Many countries have added coding-related lessons to their curricula. There are studies about coding education that realise the learning of individuals at a very young age. This rapid change raises many questions for researchers. In this rapidly developing age, the views of prospective teacher candidates on coding are very important. With this study, it is aimed to discover the thoughts of prospective teachers of the Computer and Instructional Technologies Education department on coding education. For this purpose, qualitative data were obtained from 25 pre-service Computer and Instructional Technologies Education teacher candidates with case study method in Northern Cypriot, Russian and Kazakhstani universities. Selections were made based on volunteering among the pre-service teachers who took coding lessons. In this study, the data were collected with the semi-structured interview technique, which was developed considering the purpose of the research. Qualitative content analysis was used in the analysis of the data obtained. The results obtained in the research process revealed that the needs of pre-service teachers regarding the coding education were lacking and the number of coding courses should be increased.

Full text

Paper—Opinions of Future Prospective Teachers on Coding Technique
Opinions of Future Prospective Teachers on
Coding Technique
https://doi.org/10.3991/ijet.v15i23.18785
Daniel Sekyere-Asiedu ()
Near East University, Nicosia, Turkey
danielasieduapp@gmail.com
Nikolay N. Kosarenko
Plekhanov Russian University of Economics, Moscow, Russia
Aliya A. Yergazina
Baishev University, Aktobe, Kazakhstan
Nina A. Petunina
I.M. Sechenov First Moscow Medical University, Moscow, Russia
Alfiya Sh. Yarullina
Kazan Federal University, Elabuga, Russia
Grigoriy G. Sidorenko
Financial University under the Government of the Russian Federation,
Moscow, Russia
Abstract—The use of technology in education has increased rapidly in
recent years, and one of these is coding training. Rapid changes have been
observed in coding education in recent years. Many countries have added
coding-related lessons to their curricula. There are studies about coding
education that realise the learning of individuals at a very young age. This rapid
change raises many questions for researchers. In this rapidly developing age, the
views of prospective teacher candidates on coding are very important. With this
study, it is aimed to discover the thoughts of prospective teachers of the
Computer and Instructional Technologies Education department on coding
education. For this purpose, qualitative data were obtained from 25 pre-service
Computer and Instructional Technologies Education teacher candidates with
case study method in Northern Cypriot, Russian and Kazakhstani universities.
Selections were made based on volunteering among the pre-service teachers
who took coding lessons. In this study, the data were collected with the semi-
structured interview technique, which was developed considering the purpose of
the research. Qualitative content analysis was used in the analysis of the data
obtained. The results obtained in the research process revealed that the needs of
pre-service teachers regarding the coding education were lacking and the
number of coding courses should be increased.
Keywords—Education, learning, robotic, programme technology, method,
computer, coding technique
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Paper—Opinions of Future Prospective Teachers on Coding Technique
1 Introduction
Developments in the field of Information and Technology affect not only every
area but also the education systems and education programmes of countries. In the
information age, individuals have needs that cover a number of high-level skills and
learning trends to achieve success in their work and life. These developments in
technology have caused radical changes in the educational structure based on the
verbal narration of the 20th century [22]. Looking at the latest developments, it
encourages educational institutions of technology to be open systems. Educational
institutions should be capable of training human resources necessary for professional
life in order to maintain sustainability and functionality. With the developing
technology, new learning environments have been used in the field of information and
communication technologies (ICT), the education system has undergone a structural
change, and learning through technology has come to the fore [3,37,18,28,34,38]. The
most important point among all these changes and innovations is to create techniques
and methods used in the transfer of information in the best way possible.
The concept of computational thinking is not new to the educational community.
When the Logo programming language was developed for the first time in the 1960s,
studies on computational thinking were seen in education. It came out with the coding
programme by Logo [8,15]. LOGO is derived from the LISP programming language
and has been developed to contribute to mathematical problem-solving skills through
programming education [26]. Developing problem-solving skills is very important for
the development of individuals [1,12]. In recent years, software programmes, such as
code, code.org and Scratch, have been re-programmed with visual programming
languages [8]. Effective learning of algorithms and flow chart logic are the main
purposes of computer-based programming. Before creating the programme, it is
necessary to know the algorithm and flow chart of the programme. Algorithms consist
of steps that are taken in order to solve a problem. These steps can be visualised by
using the flow chart [2,27].
The integration of ICT from all causes into learning experiences creates different
needs and materials, especially in teaching. In this context, computer-aided
technology has become imperative to teach subjects that require innovative and
creative thinking, such as technology and design, and to increase the interest of young
people (Z generation) living with technological tools, such as mobile applications,
tablets, phones, etc. [14,17,30,32]. Programming education is a necessary training
area for the creation of software, which is one of the basic building blocks for the
management of information technologies [6].
The main purpose of robots in education is the subject matter expert who guides
the learners in the learning process, a guide to help the teacher or teaching materials.
There are two approaches to the use of robots in education. The first approach is the
training activities for university-level learners, where robot and robot-related issues,
such as robot design, control and artificial intelligence, are the teaching targets. The
second approach is the use of robots as a tool for teaching lessons, such as science and
mathematics, to learners at A-12 level. These robots are called educational robots.
Robots can be programmed with text and block-based programming environments.
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While C, Python and Java are text-based programming environments, Enchanting,
Robo Pro, Modkit, miniBlog, Arduino (S4A), Open Roberta, Blocky and mBlock are
block-based environments [9,15,20,21,24]. Recently, as the importance of coding
education has been increasingly understood, ‘coding, algorithm, programming and
computational thinking’ have been heard in every area of daily life.
It has led to the inclusion of coding lessons in primary and secondary education
programmes in many countries where 21st-century skills are available. While some
countries add coding education as a compulsory subject to the curriculum, some
countries have started to encourage coding to be a part of the teaching activities even
if it is not formally a part of the curriculum [16,25]. The aim of coding education is to
support students to develop their computational thinking skills. The reason why
students are taught coding is not to ensure that they are all computer engineers or
programmers. In general, the aim is to provide students with the ability to apply and
develop their computational thinking skills and to keep up with the technology age
[11,29,33]. With robotic activities used in education, students participate actively by
thinking, questioning and analysing the situation [31].
The most famous software developers Bill Gates started writing programmes at the
age of 13, and later founded the ‘Microsoft’ software company. Mark Zuckerberg, the
founder of the social network Facebook, is another software developer who started
writing codes at a very young age [4]. The importance of coding education can be
realised in transferring information, understanding the design logic of children by
learning coding, developing new ideas, implementing the basic ideas, correcting the
errors in case of errors and increasing ability to work together [7,13]. In short, it
improves problem-solving skills. As a result of raising productive and creative
individuals, projects that will change the future, will be introduced by meeting the
country’s needs in the field of software [21].
Due to the changes in technological development taking place in Turkey and the
world of computer science, preparation of new curricula and changes in educational
training for teachers and classroom training are required. Therefore, training teachers
teaching computational thinking is an important part of the puzzle. Professional
development is extremely important for teachers to develop computational thinking
pedagogical capabilities effectively [39].
1.1 Research purpose
Robotic method which is used in technology-supported education, is one of the
new trends used in education today. The aim of this study is to determine the opinions
of Computer and Instructional Technologies teacher candidates regarding coding
education on robotic coding.
Based on the purpose, the following research questions were posed:
Question 1: What does coding training mean to you?
Question 2: What is the purpose of coding education? Is age important in coding
education?
Question 3: Should coding education be given to every student? Why?
Question 4: Do you think there are points that you are missing in developing
students’ coding skills?
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2 Method
The qualitative research method was adopted in this research, which aimed to
reveal the opinions of information technology and software teachers about coding
education. In the qualitative research literature, it is difficult to make a generalised
definition for qualitative research. The reason for this is that many concepts under the
framework of qualitative research are linked to different disciplines. In this study,
interview and document analysis techniques from qualitative techniques were used.
This research is a descriptive study and was carried out by interview method, which is
one of the qualitative research methods. Mendelli [27] stated that the focus of
qualitative research was to help us understand the participants’ own perspectives on a
situation or a subject and their comments on the subject and the subject.
2.1 Data collection tools
In this research, a demographic information form and a semi-structured interview
form, consisting of open-ended questions developed by the researchers, were used as
data collection tools. Finally, four open-ended questions were addressed to
prospective teachers. The open-ended questions in the questionnaire were created by
making use of the literature and researchers’ own experience. The demographic
information form was used to determine the demographic characteristics of the
instructor and the interview form was used to determine their opinions about coding.
The interview questions were first examined by experts who were experienced in
qualitative research by discussing with four faculty members from the Department of
Computer and Instructional Technologies, and necessary corrections were made
according to the feedback. In that case, a questionnaire was applied to six trainers
outside the working group for pilot implementation, and it was checked whether the
questions were understandable.
2.2 Research group
The participants of the research were senior students of 25 information
technologies and instructional design departments in the 2018–2019 spring semester
of Northern Cypriot, Russian and Kazakhstani universities. The demographic features
of the participants were as follows: 13 females, 12 males; 11 of the final year students
attended from Russia, 7 from Northern Cyprus and 7 from Kazakhstan. Maximum
variation sampling, which is one of the purposeful sampling methods, was used in the
selection of the participants. Purposeful sampling allows in-depth study of
information-rich situations in the context of the purpose of the study. The purpose of
basing the maximum diversity is not to generalise the situation under investigation by
providing diversity, but rather to reflect the partnership or similarities between the
diverse situations to the maximum extent [36].
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3 Results
3.1 What does coding training mean to you?
‘What does coding education mean to you?’ The pre-service teachers’ views on the
question were given in Table 1.
Table 1. Coding themes about education
Theme
F
Creativity
21
Logical and mathematical thinking
18
Problem-solving
8
Critical thinking
7
Regarding the opinion of teacher candidates, almost similar answers were received
from all the teacher candidates to the question of what coding education means to
them. Twenty-one pre-service teachers said creativity. There were also 18 teacher
candidates who stated logical and mathematical thinking skills, 8 teacher candidates
stated problem-solving skills, and 7 teacher candidates stated critical thinking.
Some of the pre-service teachers’ views were as follows:
S1: ‘When we say coding education, the first thing that comes to my mind is
creativity. Coding education improves creativity. It provides learning with different
perspectives.’
S2: ‘Since coding is in a numerical sense, it is a software tool that improves logical
and mathematical thinking.’
S3: ‘Coding is a learning technique made by increasing productivity. Improves
students’ and teachers’ critical thinking skills.’
3.2 What is the purpose of coding education?
“What is the purpose of coding education? Is age important in coding education?”
The pre-service teachers’ views on the question were given in Table 2.
Table 2. Purpose of coding
Theme
F
Productivity
11
Keeping up with the age
10
Software specialist development
4
Regfarding the opinions of teacher candidates for the purpose of coding education,
11 teacher candidates expressed their opinions on productivity and 4 teacher
candidates stated developing a software specialist.
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Some of the pre-service teachers’ views were as follows:
S1: ‘We are at a time when technology is developing rapidly. Robots have become
tools that can be used in our daily lives. Nowadays, all the tools are integrated with
technology. Coding is indispensable technology. For this purpose, coding education is
very important because we have to keep up with the age.’
S2: ‘Each code creates a new product. The purpose of coding creates new products.
For this purpose, I can say that its main purpose is productivity.’
S3: ‘The productive children of the future will be software developers. The
purpose of coding is to develop software experts. Individuals who receive coding
training will be the productive youth of the future in software.’
3.3 Should coding education be given to every student? Is age important in
coding education?
The question to computer and instructional technologies senior teacher candidates
was ‘Should coding education be given to every student? Why?’ Their views on the
question were given in Table 3. When the importance of coding education is taught at
an early age, it contributes significantly to the development of students. For this
purpose, in this sub-purpose, while asking the teacher candidates whether coding
education should be given to each student, it was also asked whether the age range
was important in coding education.
Table 3. Coding lesson
Theme
F
Compulsory
14
Be continuous
8
Optional lesson
3
Fourteen teacher candidates argued that the coding education of teacher candidates
should be given to all students and that every student should take it. For the coding
lessons, eight pre-service teachers stated that it should be taught to the students in
elementary schools and as elective courses in secondary and high schools. They also
stated that the coding course should be taught in all schools as an elective course by
three prospective teachers. Besides these findings, prospective teachers were asked
whether age was important or not. Twenty pre-service teachers argued that the earlier
the coding lesson was given, the more effective it was. Pre-service teachers stated that
coding was effective for problem-solving skills and productivity, so coding lessons
given at an early age would develop students in other areas.
3.4 Do you think there are points that you are missing in developing students’
coding skills? What are your suggestions?
‘Do you think there are points where you lack in developing students’ coding
skills?’ The pre-service teachers’ views regarding the question were given in Table 4
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Table 4. Coding area knowledge adequacy
Not enough (19)
Enough (6)
Insufficient education
The information provided is sufficient
Lack of pedagogical knowledge
In-service training or certificate programmes
When the prospective teachers were asked whether they had any coding
deficiencies, 19 teachers stated that the training was insufficient and 6 pre-service
teachers stated that the training was sufficient in the coding field.
Some of the teachers’ opinions are follows:
S1: ‘The number of courses related to coding from the courses we have taken at the
university is very low. It is given the opportunity to put new products from our
knowledge of application opportunity rather than theoretical contents. I think we
should take more lessons about coding.’
S2: ‘Pedagogical content knowledge is very important in coding education. I don't
feel enough about this. I think I have shortcomings.’
S3: ‘I think we should take lessons about coding teaching from the first grade.’
4 Conclusion and Discussion
In the opinions received from the teacher candidates, the same answer was received
from almost all the teacher candidates to the question of what does coding education
mean to them. Twenty-one pre-service teachers said creativity. There were 18 teacher
candidates who stated logical and mathematical thinking skills, 8 teacher candidates
who stated problem-solving skills and 7 teacher candidates who stated critical
thinking. Considering the emergence and requirements of coding education, these
results are consistent with other studies. When we look at the rationale of coding
education in the literature, it can be seen that they express that teaching concepts,
such as problem-solving skill, creative thinking skill, cycle, condition and variable,
can be gained to students at this level [5].
Regarding the opinions of teacher candidates for the purpose of coding education,
11 teacher candidates expressed their opinions on productivity and 4 teacher
candidates stated developing a software specialist. The aim of coding education is to
develop computational thinking skills in students. Wing [33] stated that computational
thinking should be learned as a basic skill by everyone. The purpose of coding
education is to improve the thinking process, problem-solving skills, creativity,
algorithmic thinking, decomposition, abstraction, generalisation and evaluation [23,
10, 21, 29, 33, 35].
In the opinions received from the teacher candidates, it was concluded that they
only need to develop productivity, software specialists and keep up with the age.
Studies can be conducted to increase the knowledge and skills of prospective teachers
regarding the goals of coding education. Fourteen teacher candidates argued that the
coding education of teacher candidates should be given to all students and that every
student should take it. For the coding lessons, eight pre-service teachers stated that it
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should be taught to the students in elementary schools and as elective courses in
secondary and high schools. They also stated that the coding course should be taught
in all schools as an elective course by three prospective teachers.
Besides these findings, prospective teachers were asked whether age was important
or not. Twenty pre-service teachers argued that the earlier the coding lesson was
given, the more effective it was. Pre-service teachers stated that coding was effective
in problem-solving skills and productivity, so coding lessons given at an early age
would develop students in other areas. When prospective teachers were asked whether
they had any coding deficiencies, 19 teachers stated that the training was insufficient
and 6 pre-service teachers stated that the training was sufficient in the coding field.
These results are supported by studies and the importance of coding has been proven
by studies. Studies can be conducted to increase the knowledge of prospective
teachers about coding. University coding courses should be increased and certificate
programmes should be given to increase students’ coding knowledge.
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2(1), 48-54. https://doi.org/10.1145/1929887.1929905
6 Authors
Daniel Sekyere-Asiedu, Doctoral student of department of Computer Information
System at Near East University, North Cyprus, Mersin 10, Turkey Email: danielasi
eduapp@gmail.com
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http://www.i-jet.org

Paper—Opinions of Future Prospective Teachers on Coding Technique
Nikolay N. Kosarenko is PhD in Law and PhD in Philosophy, Associate Professor
of the Department of State Legal and Criminal Law Disciplines at Plekhanov Russian
University of Economics (36 Stremyannyi Pereulok, 115093, Moscow, Russia). He is
a well-known Russian scientist and has a lot of published articles in Russian and
International journals on the problems of law, philosophy and history of Russian law.
He is also interested on the problems of philosophy of education, educational
environment, scientific methodology. E-mail: nkosarenko@yandex.ru
Aliya A. Yergazina is PhD in Pedagogy, Head of the Department of Foreign
Languages and Literature at Baishev University (302A Zhubanov Brothers Street,
Aktobe, Kazakhstan). Her research interests include the issues of multicultural
education, intercultural communication and intercultural experience, cultural and
linguistic nterference in the process of intercultural communication as well as future
teacher’s social responsibility. She has published more than 100 research works in
these fields. Email: yergazin1@mail.ru
Nina A. Petunina is a Doctor of Medicine, Professor, Head of the Edocrinology
Department at I.M. Sechenov First Moscow Medical University (Sechenov
University) (8 Trubetskaya Street, 119991, Moscow, Russia). Her main scientific and
professional interests are related to the development of health care education in digital
era. She has more than 100 published articles in Russian and International journals. E-
mail: napetunina@mail.ru
Alfiya Sh. Yarullina is PhD in Education, Associate Professor of the Department
of English Philology and Intercultural Communication at Kazan (Volga region)
Federal University (Elabuga Institute) (89, Kazanskaya Street, 423600, Elabuga,
Russia. Her research interests are connected with the problem of professionally
significant personal qualities formation. Also, her research interests for the last decade
have been largely concerned with the problems of methodology in linguistics and e-
learning. She has more than 50 articles published in different international journals.
E-mail: yarullina-74@mail.ru
Grigoriy G. Sidorenko is PhD in Technical Sciences, Associate Professor of the
Department of Risk Analysis and Economic Security, Financial University under the
Government of the Russian Federation (49 Leningradsky prospect, 125993, Moscow,
Russia). His research interests for the last decade have been connected with students’
project activity and as well as problems of science teacher education. He has more
than 50 published articles in Russian and international journals. E-mail:
GGSidorenko@fa.ru.
Article submitted 2020-10-01. Resubmitted 2020-10-23. Final acceptance 2020-10-23. Final version
published as submitted by the authors.
iJET ‒ Vol. 15, No. 23, 2020
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