Teaching coding is complex. Teaching coding to higher education students enrolled in teacher education courses who lack a background in technology education is even more so. This paper presents the first phase of an exploratory sequential designed study that investigates how digital literacy and problem-based learning pedagogies, meshed with drone activities can be used to help pre-service teachers develop an advanced level of program knowledge and skills. This paper will look at reflexivity in the research process of designing an intervention for pre-service teachers.
Keywords
STEM, drones, digital literacy, problem-based learning pedagogy, coding, reflexivity.
