Abstract
The use of technology in education has increased rapidly in recent years, and one of these is coding training. Rapid changes have been observed in coding education in recent years. Many countries have added coding-related lessons to their curricula. There are studies about coding education that realise the learning of individuals at a very young age. This rapid change raises many questions for researchers. In this rapidly developing age, the views of prospective teacher candidates on coding are very important. With this study, it is aimed to discover the thoughts of prospective teachers of the Computer and Instructional Technologies Education department on coding education. For this purpose, qualitative data were obtained from 25 pre-service Computer and Instructional Technologies Education teacher candidates with case study method in Northern Cypriot, Russian and Kazakhstani universities. Selections were made based on volunteering among the pre-service teachers who took coding lessons. In this study, the data were collected with the semi-structured interview technique, which was developed considering the purpose of the research. Qualitative content analysis was used in the analysis of the data obtained. The results obtained in the research process revealed that the needs of pre-service teachers regarding the coding education were lacking and the number of coding courses should be increased.
Highlights
Developments in the field of Information and Technology affect every area and the education systems and education programmes of countries
New learning environments have been used in the field of information and communication technologies (ICT), the education system has undergone a structural change, and learning through technology has come to the fore [3,37,18,28,34,38]
Regfarding the opinions of teacher candidates for the purpose of coding education, 11 teacher candidates expressed their opinions on productivity and 4 teacher candidates stated developing a software specialist
Summary
Developments in the field of Information and Technology affect every area and the education systems and education programmes of countries. Individuals have needs that cover a number of high-level skills and learning trends to achieve success in their work and life. These developments in technology have caused radical changes in the educational structure based on the verbal narration of the 20th century [22]. New learning environments have been used in the field of information and communication technologies (ICT), the education system has undergone a structural change, and learning through technology has come to the fore [3,37,18,28,34,38]. The most important point among all these changes and innovations is to create techniques and methods used in the transfer of information in the best way possible
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