Preservice Teachers' Attitudes Toward Integrating Robots in Teaching

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Abstract

This study aims to investigate the attitudes of pre-service teachers (PSTs) towards integrating robots in teaching and their intention to use robots in their future classrooms. Thirty-two PSTs who are enrolled in a mathematics methods course engaged in a mathematics learning session that integrates robots. The PSTs completed a 17-item questionnaire about their perceptions, attitudes, and intentions related to using robots in teaching at the beginning and end of the semester. Results showed that PSTs’ attitudes and intentions to use robots improved significantly by the end of the semester. In addition, when PSTs had a chance to teach a mathematics lesson using robots in a first-grade classroom, their perceived ease of use of robots in teaching changed significantly.

Authors

• Muteb Alqahtani, SUNY Cortland

• Jacob Andrew Hall, SUNY - College at Cortland