A Robotics Experience for All the Students in an Elementary School

Heiner, Cecily

doi:10.1145/3159450.3159567

Cited by 7 publications

(4 citation statements)

References 7 publications

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“…A culturally relevant context was selected for each curriculum topic, and all scenarios for that topic were designed within that context (Table 1). All activities used BirdBrain Technologies' (https://www.birdbraintechnologies.com/) small wireless Finch Robot 2.0 (Heiner, 2018;Okita, 2014). The robot is compatible with multiple devices used in today's classrooms.…”

Section: Context Of the Studymentioning

confidence: 99%

Developing teachers’ cultural competencies through co-design of robot-coding mathematics activities for Latinx and Black elementary school students

Lyublinskaya,

Okita,

Walker

et al. 2024

London Review of Education

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This year-long case study involved the professional development of teachers in New York City elementary schools, who co-designed with researchers culturally relevant robot-coding mathematics activities to advance teachers’ understanding of culturally responsive mathematics pedagogy. Study findings indicated that co-designing culturally relevant robot-coding mathematics activities led to the development of teachers’ cultural competencies, deeper understanding of culturally responsive mathematics pedagogy and their students’ cultures, stronger agency, and ability to integrate culturally responsive pedagogy into their mathematics curriculum. Teachers also began to perceive the robot as a mathematical tool rather than a motivational add-on, and started to develop their own cultural lens while focusing less on school structure constraints. The study emphasises the importance of engaging teachers as active co-designers of culturally relevant coding curriculum in professional development programmes.

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Section: Context Of the Studymentioning

confidence: 99%

Developing teachers’ cultural competencies through co-design of robot-coding mathematics activities for Latinx and Black elementary school students

Lyublinskaya,

Okita,

Walker

et al. 2024

London Review of Education

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“…Introducing making in the classroom can influence students' self-perceptions by creating a maker mindset determined by three factors [14]: Motivation; Interest; and Selfefficacy. Moreover, it has been demonstrated that it can be effectively and economically implemented in the elementary school curriculum [19].…”

Section: A the Maker Education To Foster Stemmentioning

confidence: 99%

Teachers’ self-perception in maker education: three approaches for STEM professional development

Moreno

Santos

Leo

2021

2021 International Conference on Advanced Learning Technologies (ICALT)

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Maker education plays an important role in joining the STEM education fields for preparing students for the new demands in society. It is essential to prepare teachers to implement the maker education in their lessons, not only focusing on the technical skills they need to acquire, but also on their attitudes and self-perception regarding the maker education. This paper analyzes the effect that three different approaches for teacher professional development on the maker education have on teachers' self-perceived ability for implementing the maker education in their practice. The results indicate that there is a significant improvement regarding the feeling of being able to design maker-based educational lessons after participating in any of the professional development courses. This effect is more significant in those approaches where participants are selfmotivated to participate and that foster individual learning. Participating in an online training that doesn't teach on the specific technological tools nor requires to design nor implement a maker-based project, decreases the perception of having training opportunities to learn how technological tools work. More practical activities requiring the development of a maker project should be offered to teachers to improve their self-perception regarding the maker and STEM education in primary education levels.

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“…Other applications and formulas which help robots to produce education are voice-and soundrecognition, face-detection and recognition, gesture-and object-recognition, synthetic speech, driving, space recognition, and position recognition. Furthermore, the article recommends robots as an educational tool to learn a foreign language and according to the research one specific robot called "Rall" has tailored applications for this set purpose [14].…”

Section: Robot Technologymentioning

confidence: 99%

Artificial Techniques for Language Disorders

Gkeka

Agorastou

Drigas

2019

Int. J. Recent Contrib. Eng. Sci. IT

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<p class="0abstract">This review focuses on artificial techniques which include the artificial intelligent techniques and applications, the robot technology and the serious games supporting the procedure of learning and teaching of language disorders and deficits as well the evolution of speech. Especially, the written language, the oral language and the phoneme pronunciations, the communication and consequently the social interaction are benefited and are assisted by these achievements of technology.</p>

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A Robotics Experience for All the Students in an Elementary School

Cited by 7 publications

References 7 publications

Developing teachers’ cultural competencies through co-design of robot-coding mathematics activities for Latinx and Black elementary school students

Developing teachers’ cultural competencies through co-design of robot-coding mathematics activities for Latinx and Black elementary school students

Teachers’ self-perception in maker education: three approaches for STEM professional development

Artificial Techniques for Language Disorders

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