By: Deborah L. Carlson Stephanie Wehry Bronwyn McLemore 7th International Concept Mapping Conference: Tallinn, Estonia The Teachers’ Voice: Using Photovoice and Concept Mapping to Evaluate an Innovative Prekindergarten Robotics Program By: Deborah L. Carlson Stephanie Wehry Bronwyn McLemore

Purpose To describe the photovoice evaluation of the Robotics and Programming for Prekindergarten pilot project (RAPP) Using photovoice allows researchers to directly gain participants’ perspective without the undo influence of the researchers Each teacher submitted two photographs of her class using KIBO over 12 selected weeks

Participants 10 teachers – all female 7 Black, 2 White, and 1 Asian 6 (all PreK) working directly with the researchers 4 working independently of the researchers 2 PreK 2 teaching younger children

Photovoice A process by which teachers with access to KIBO identified, represented, and enhanced their experiences through photographs Teachers submitted photographs and statements about the importance of the photographs

Photovoice: Photograph Examples Picture 1 shows children eager to have a turn to use KIBO Picture 2 shows a boy writing his plan in a journal Picture 3 show two girls working together to make a program

Photovoice: Method During the 2nd full week in April and the 3rd full week in May, each researcher met with her teachers to discuss their submissions The research team audio recorded the discussions and transcribed the recordings Concept mapping facilitated organizing and summarizing the knowledge provided by the teachers

Concept Mapping: Example Transcript (Researcher) Is there anything else you want to tell me about the impact of KIBO on you and your class? The children learned to talk with each other and come up with one idea. Using KIBO has helped them learn to solve problems and to always come up with a plan. Now, whatever we do in the classroom, they want to talk about problem solving. They sing the PLAN song, and it is part of the music program. Kids discuss things by using problem solving, and they also frequently mention that like engineers they solve problems. They keep being like engineers in their minds—talk about engineers a lot.

Concept Map of the Transcript

Concept Map: Table of Propositions Linking Phrase Theme First Interview   Children learn about KIBO & Parts Academics/Vocabulary won’t go without program learn problem solving Problem Solving talk about needs a plan Academic/Skills is used across all class activities requires deciding on one idea Independently/Cooperatively are creative with Academics/Creativity has a garage are excited Engagement when the they run a program Persistence using blocks Second Interview work in teams small-groups whole-groups engineers think of themselves as Creativity/Roleplaying engage in is on their minds as they discuss a lesson lesson e.g. who goes first can require map skills Academics/Skills

Concept Map Example 2: Teacher of the Younger Children They enjoyed working with KIBO and learned that engineers solve problems. The children use what they learned using KIBO in other parts of the day, for example, when they are not sharing on the playground, I remind them that they are engineers and they solve their problems.  

Picture of ‘Younger’ Girl Programming for KIBO

Concept Map Example 3: Academically-Focused Teacher

Photovoice: Results Five common themes emerged in the teachers’ conversations. In order of importance to the teachers, the children: Exhibit engagement, Work independently of the teacher and cooperatively with classmates, Persist when working with KIBO, Learn academic knowledge and skills, and develop Problem solving skills.

Photovoice Results: Teachers’ Voice Concept Map

7th International Concept Mapping Conference: Tallinn, Estonia The Teachers’ Voice: Forming a Theoretical Framework Combining a Prekindergarten STEM Curriculum and a Learning Curriculum By: Stephanie Wehry Deborah L. Carlson Bronwyn McLemore

Purpose To describe the formation of a theoretical framework that incorporates the results of the photovoice evaluation of RAPP Using photovoice enabled researchers to hear the teachers’ voice about RAPP Connect the RAPP evaluation plan and the teachers’ 5 major important themes

Results: Evaluation of Academics

Inspiration from the Teachers The first speaks about the children’s thinking, learning how to think, as being very important to her. For many decades, educators have been criticized for producing graduates who know a lot of facts but cannot think. It was a pleasant surprise to hear this prekindergarten teacher express how important it was to her that the young children she teaches are learning how to think.

Inspiration from the Teachers The second speaks of the children’s unique opportunity afforded by KIBO to independently explore (without interference from adults) and learn with KIBO. The children frequently transferred KIBO learning, including problem solving skills, to other classroom experiences.

Results: Theoretical Framework

What We Learned Using KIBO had ripple effects throughout non-RAPP activities Children worked cooperatively and their team behavior in non-RAPP activities also improved Children used language of engineering and programming across many activities Children assumed the role of engineers Important aspects of using KIBO would not happen if lessons were not implemented by the teachers in their classrooms

Future Uses of Photovoice Our use of photovoice was an open-ended forum for teachers to discuss their thoughts on using KIBO in their classrooms We could use different prompts targeting specific areas of learning, i.e., mathematics skills, problem solving, and others

Limitations of the Study Qualitative study using a small sample size that is collects data from children nested in teachers nested in childcare centers nested in researchers (a hierarchal sample) We were unable to simultaneously gather and discuss the pictures and conversations with all teachers The level of the teachers’ interest in the study varied—some very verbal and others minimally responding