Designing Teacher Professional Development Workshops for Robotics Integration across Elementary and Secondary School Curriculum

Zhao, Hong; Yuen, Timothy T.; Popescu, Cristina; Guillen, Adrienne; Davis, Don

doi:10.1109/latice.2015.21

Cited by 10 publications

(9 citation statements)

References 4 publications

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“…In addition, it can be said that this result is also because of the fact that the teachers who work at SAC had previously participated in many educational seminars on the subject of technological applications in education and also showed a tendency towards new technologies. In a study conducted by Zhou et al (2015), it was determined that teachers' interest in robotics education had increased at the end of the workshop. This finding is parallel to the research findings.…”

Section: Discussionmentioning

confidence: 99%

“…There are studies in the field that reveal teachers' views on robotics education. For their research, Zhou, Yuen, Popescu, Guillen & Davis (2015) organized a professional development workshop to integrate robotics with the curriculum of primary and secondary schools. After the workshop, teachers stated that their interest in robotics education had increased and that their concerns about this education had decreased.The workshop also presented strategies to integrate robotics in to the school curriculum.…”

Section: Introductionmentioning

confidence: 99%

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Robotics Training of Science and Arts Center Teachers: Suleymanpasa/Tekirdag Case

Erdem¹

2019

JETS

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The aim of this study is to evaluate the opinions of the Science and Arts Center (SAC) teachers regarding the in-service training course on “Robotics Education”. In regards to this, the teachers were expected to evaluate their thoughts and expectations on the robotic education and how much of their expectations were met at the end of the training process. The study has an action research design in which the qualitative data collection tools are used. The study group consists of 9 teachers working at the SAC. For the study, semi-structured forms were used as data collection tools. The data were evaluated with the content analysis method, first in terms of the codes then by the creation of themes. The results of the analyses showed that teachers were satisfied with the training, the perceptions on engineers regarding the task changed, that interest in robots increased and that by understanding the basic operating logic of the robot, they gained self-confidence in regards to performing basic tasks. In line with these results, it is recommended that application-oriented and project-based robotics training is given to teachers.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Robotics Training of Science and Arts Center Teachers: Suleymanpasa/Tekirdag Case

Erdem¹

2019

JETS

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“…The 5-E Model (Engage, Explore, Explain, Elaborate and Evaluate) presented in the study by Hynes and Dos Santos (2007) was also based on a constructivist philosophy of learning. Another pedagogical approach implemented in several studies in our sample is the inquiry-based method (Hadjiachilleos et al 2013;Hodges et al 2016;Jaipal-Jamani and Angeli 2017;Zhou et al 2015). As Zhou et al (2015) asserted, an inquiry-based approach addresses the needs of a diverse student population and enables students to take charge of their learning experiences.…”

Section: Er Pedagogical Approachesmentioning

confidence: 99%

“…Our results (see Table 3) show that 18 of the studies included in our review investigate short training programs that last less than 5 days and/or 19 h. More specifically, six of these short duration programs last only one day. Even among these minimum-duration training programs, differences regarding the participants' time-commitment exist since the training session may last the whole day (Major et al 2011), one afternoon (Nagchaudhuri and Mitra 2007), or three hours (Zhou et al 2015). An important question here is whether training programs of such a short duration are able to effectively address the research objectives set by researchers.…”

Section: Duration Of Er Teacher Training Programsmentioning

confidence: 99%

“…An important question here is whether training programs of such a short duration are able to effectively address the research objectives set by researchers. The study by Zhou et al (2015), for example, concluded that after taking part in the training sessions, the teachers perceived as positive their usefulness and the ease with which ER can be used. Doubt is cast, however, on whether these positive results are due to the three-hour training session itself or whether they derive from the teachers' prior experience with robotics.…”

Section: Duration Of Er Teacher Training Programsmentioning

confidence: 99%

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An overview of teacher training programs in educational robotics: characteristics, best practices and recommendations

2020

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The emergence of Educational Robotics (ER) and its rapid spread across all levels of education in recent years has drawn attention to the need for further training in this discipline. In this study we discuss the panorama of teacher training research in ER and make recommendations for institutions that intend to implement ER teacher training programs. We explore three databases that include publications in ER teacher training and select 38 publications for analysis. We discuss these publications with special emphasis on requirements, durations, trainer and trainee profiles, pedagogical approaches and best practices. Our main findings are the lack of uniformity regarding the duration and requirements of training programs and the fact that information on trainer and trainee profiles is not always documented. ER teacher training programs are often not founded on theory. When they are based on pedagogical principles, however, these are usually constructivism/constructionism, inquiry-based learning or project-based learning. The most prominent best practices for ER teacher training fall into five categories: collaboration, materials, pedagogy, practice and feedback/support. Our recommendations will help to improve the content, structure and implementation of future ER teacher training programs and the reliability and generalizability of research results and design.

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An in-depth analysis of humanoid robotics in higher education system

Okagbue,

Muhideen,

Anulika

et al. 2023

Educ Inf Technol

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Designing Teacher Professional Development Workshops for Robotics Integration across Elementary and Secondary School Curriculum

Cited by 10 publications

References 4 publications

Robotics Training of Science and Arts Center Teachers: Suleymanpasa/Tekirdag Case

Robotics Training of Science and Arts Center Teachers: Suleymanpasa/Tekirdag Case

An overview of teacher training programs in educational robotics: characteristics, best practices and recommendations

An in-depth analysis of humanoid robotics in higher education system

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