How do elementary school teachers learn coding and robotics? A case study of mediations and conflicts

Abstract In this qualitative case study, we examined in-service elementary school teachers’ learning of coding and robotics in a blended professional course developed delivered through the collaboration between university faculty district. We focused on activity theory to understand reveal mediations, conflicts, effective practices that facilitated or hindered robotics. The participants study were twelve teachers from five different schools rural Data collection generation sources included interviews, videos class meetings, assignments, artifacts. analyzing data, employed analytical approaches under guidance theory. findings showed teacher collaboration, coding/robotics platforms during course, instructional approaches, resources outside setting mediated conflicted with depending way each these elements was course. Elaborating elements, reported implications for further research practice.