Examination of stakeholder (Administrative, teacher, student) opinions on coding education

Technology has a very important place in education as it is in every field. With the technological tools and equipment used in many areas of the education system, education and training become more permanent. Coding education is also an important area for the integration of technology and education. In this research, it is aimed to examine the opinions of the stakeholders (administrators, teachers and students) in primary schools in Ağrı province, district and city centers on coding education. The study was carried out according to the case study pattern, which is one of the qualitative research methods. The study group consists of 61 voluntary class teachers, 15 administrators, and 127 students studying in the 3rd and 4th grades of the schools where the data were collected, working in the province of Ağrı. As a data collection tool, a semi-structured interview form prepared by the researcher by using the literature and the opinions of experts in the field was used. The written data were analyzed with descriptive statistics. The teachers, whose opinions were taken, stated that coding education improves students' high-level skills such as creative thinking and problem solving, and makes the classroom environment fun. Teachers who gave negative opinions stated that the studies carried out due to the insufficient physical conditions of the school remained on paper and the in-service training provided to them was insufficient in this regard. The positive opinions of the administrators were gathered around the views such as coding improves the creativity and imagination of students, contributes to their cognitive skills and makes education concrete. The administrators gave negative opinions such as that coding could not fully achieve its purpose due to financial and physical impossibilities, socialization at the computer was less, education remained on paper and caused technology addiction. While the students positively stated that they liked painting and painting activities within the framework of coding education and that they found coding thought-provoking, they expressed that they do not have a computer to code at school or at home as a negative opinion.