1. 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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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.

8. Concept Map of the Transcript

9. 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

10. 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.

11. Picture of ‘Younger’ Girl Programming for KIBO

12. Concept Map Example 3: Academically-Focused Teacher

13. 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.

14. Photovoice Results: Teachers’ Voice Concept Map

15. 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

16. 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

17. Results: Evaluation of Academics

18. 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.

19. 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.

20. Results: Theoretical Framework

22. 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

23. 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

24. 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