The Influence of Creative Coding, Robotics, and Artificial Intelligence on Educational Practices: Teachers’ Perspectives
Thabisa Maqoqa 
Issue: Vol.5 No.11 Issue Article 1 pp.1637-1652
DOI: https://doi.org/10.38159/ehass.20245111 | Published online 5th September, 2024
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
Integrating Coding, Robotics, and Artificial Intelligence (AI) into educational practices represents a paradigm shift in how knowledge is imparted and acquired. This paper explored the multifaceted impact of these advanced technologies on contemporary education, highlighting their potential to enhance engagement, foster personalized learning experiences, and cultivate essential skills for the future. The study aimed to provide a comprehensive overview of how Coding, Robotics, and AI reshape the educational landscape by delving into specific applications, such as interactive learning environments and intelligent tutoring systems. Additionally, the discussion addressed the challenges and ethical considerations associated with these technological advancements, emphasizing the importance of a balanced approach that harnesses the benefits while addressing potential concerns. This paper is underpinned by the Theory of Situated Learning. A sample of five secondary schools in the OR Tambo Coastal District was selected for this study, with a focus on the experiences, behaviours, and social interactions of 15 teachers. Based on the study’s interpretive paradigm, it was discovered that certain teachers were not aware of the importance of increasing their digital professional knowledge as we move toward the Fourth
Industrial Revolution (4IR). In addition, infusing coding and robotics in educational practices required a shift to digital learning. The study recommends
encouraging teachers to acquire new skills to avoid stagnation. Although not every teacher found updating their skills to be a motivating factor for continuing professional development, the study underscores the significance of continuous learning for personal growth and improvement.
Keywords: Artificial intelligence, Coding, Robotics, Professional development, Technology, Landscape
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Dr. Thabisa Maqoqa is currently a permanent lecturer at the Faculty of Education in the Department of Adult and Education Foundations, Walter Sisulu University, Mthatha, Eastern Cape, South Africa. Her research focuses on Technology Integration in Mathematics teaching, Creative Coding and Robotics and Sustainable Development in Mathematics Education in the context of 4IR.
Maqoqa, Thabisa. “The Influence of Creative Coding, Robotics, and Artificial Intelligence on Educational Practices: Teachers’ Perspectives,” E-Journal of Humanities, Arts and Social Sciences 5, no.11 (2024): 1637-1652. https://doi.org/10.38159/ehass.20245111
© 2024 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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