The teachers’ voice: Using photovoice and concept mapping to evaluate an innovative prekindergarten robotics program

Abstract

The purpose of this paper is to describe the results of a photovoice evaluation of a robotics and programming project for prekindergarten (RAPP). RAPP researchers developed and implemented the program at three urban childcare centers in six teacher’s classrooms. All of the teachers of prekindergarteners and rising prekindergarteners had opportunities to use the robot, KIBO, during implementation. Photovoice, using ten RAPP teachers, provided visual images as evidence and promoted sharing knowledge and experiences. Teachers submitted photographs of their children engaging with KIBO and participated in two discussions with their researcher concerning the pictures. At both times, the discussions were audio recorded and summarized. Researchers concept mapped the interviews to identify and communicate common themes. In order of importance to the teachers, the children when using KIBO were engaged, worked independently of the teachers and cooperatively with classmates, were persistent, learned academic knowledge and skills, and developed problem solving skills.