Fundamental: Examining the Variations in the TPACK Framework for Teaching Robotics-aided STEM Lessons of Varying Difficulty

Abstract

He has one year and ten months of research experience at the CSIR-CMERI, India. He is currently a Ph.D. student in Mechanical Engineering at NYU Tandon School of Engineering, Brooklyn, NY, where he is serving as a research assistant under an NSF-funded ITEST project.

Instructing a Mechatronics Course Aligning with TPACK Framework

“…In [6], the authors attempted to build trust in robots in robotics-focused STEM education under the TPACK framework in middle schools. Recently, Mallik et al examined the variations in the TPACK framework for teaching robotics-aided STEM lessons of varying difficulty [7]. Rahman et al explored the dynamic nature of the TPACK framework in teaching STEM using robotics in middle school classrooms [8], and so forth.…”

“…The TPACK framework shows the status of technological, pedagogical and content knowledge of educators for a certain lesson, topic or course. Literature shows that the implementation of TPACK framework can make the three main knowledge domains complementary to each other that can provide a teaching and learning atmosphere that is more effective than that a single knowledge domain can provide alone [6]- [7]. Under the TPACK framework, educators can take most appropriate preparation to teach a particular topic, enable himself/herself to overcome the challenges of teaching the content that is pedagogically challenging and/or abstract in nature.…”

“…Under the TPACK framework, educators can take most appropriate preparation to teach a particular topic, enable himself/herself to overcome the challenges of teaching the content that is pedagogically challenging and/or abstract in nature. Lessons instructed aligning with the TPACK framework can also increase student engagement, interest and motivation, and thus enhance overall teaching and learning effectiveness and outcomes [6]- [7].…”