Makey Makey as an Interactive Robotic Tool for High School Students’ Learning in Multicultural Contexts

Marín-Marín, José-Antonio; Costa, Rebeca Soler; Moreno-Guerrero, Antonio-José; Belmonte, Jesús López

doi:10.3390/educsci10090239

Cited by 25 publications

(20 citation statements)

References 56 publications

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“…As has been possible to verify after the state of the matter presented, current teaching is conditioned by the incidence of technology [59] that has reported a set of potentialities, from which the teaching and learning processes have benefited [60]. Until relatively recently, teachers did not fully support the use of ICT in instructional actions, since to some extent, the level of digital competence of teachers determines how they will be able [61] to apply with ease and confidence a training process mediated by educational technology [62] and that allows the implementation of active and emerging methodologies [63].…”

Section: Justification and Research Objectivementioning

confidence: 99%

Twitch as a Techno-Pedagogical Resource to Complement the Flipped Learning Methodology in a Time of Academic Uncertainty

et al. 2021

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Flipped learning methodology has the potential to be combined with a multitude of didactic actions and techno-pedagogical resources that are adapted to the needs of the student. Access to resources and training outside the classroom can be carried out from various platforms. Following this line, Twitch is an interactive video transmission platform that is presented as an interesting digital resource to enhance the motivation of students in turning over learning moments. The objective of the study is to analyze the motivation of students in two different methodological approaches, one traditional and the other innovative through the Twitch application. A quasi-experimental pre-post design was carried out. A total of 52 Spanish students from the fourth level of secondary education participated in the research. Data collection was carried out by adapting the Motivated Strategies for Learning Questionnaire (MSLQ) instrument to the Spanish context. The results reflect higher levels of motivation in the implementation of Twitch with respect to its materialization without using said techno-pedagogical complement. This difference is especially significant in intrinsic motivation, since in the case of extrinsic motivation, the difference between both pedagogical proposals is smaller. In short, the implementation of Twitch in the flipped learning supposes an optimization of this pedagogical methodology, increasing the extrinsic and intrinsic motivation of the students and modifying the centers of interest of students from quantitative aspects to other, qualitative ones.

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Section: Justification and Research Objectivementioning

confidence: 99%

Twitch as a Techno-Pedagogical Resource to Complement the Flipped Learning Methodology in a Time of Academic Uncertainty

et al. 2021

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“…From this perspective, the most current approaches to the development of teacher competence in technology integration have made technological knowledge alone less important. In this case, they have focused on the essential connections between technology, pedagogy and content knowledge (TPACK) [11,12].…”

Section: Introductionmentioning

confidence: 99%

Co-Word Analysis and Academic Performance of the Term TPACK in Web of Science

et al. 2021

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The progress of technology has led to the emergence of new teaching methods, among which Technological Pedagogical Content Knowledge (TPACK) can be found in an attempt to promote the integration of technology and knowledge, combining technology, pedagogy and theoretical content. The aim of this research is to analyze the significance and evolution of the TPACK concept in the publications contained in Web of Science (WoS). The research method chosen is based on bibliometrics, specifically on the analysis of academic performance and on the analysis of co-words. The total number of documents analyzed is 471. The results show that research on TPACK is on the rise, increasing progressively in recent years. The main area of research is education and educational research, with articles, written in English, being the medium used by researchers to present their results. It can be concluded that, although there is an established research base, there is no single line of research. In this case, the main lines of research are “framework-framework-TPACK” and “technology-pedagogy-beliefs”. It can be determined that the studies on TPACK deal with the integration of technological resources and the analysis of their perception in student learning.

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“…Similarly, a qualitative study showed that robotic education at the tertiary level had positive effects on learner's intrinsic motivation (Apiola & Tedre, 2013). Moreover, robotic education correlates positively with motivation (Aris & Orcos, 2019) and affects the motivation of high school students positively (Marín-Marín, Costa, Moreno-Guerrero, & López-Belmonte, 2020). Moreover, it increases motivation, devotion, and enjoyment at the primary level (Sáez-López, Sevillano-García, & Vazquez-Cano, 2019).…”

Section: Discussionmentioning

confidence: 98%

How Do Elementary Childhood Education Teachers Perceive Robotic Education in Kindergarten? A Qualitative Study

Erdoğmuş¹

2021

Participatory Educational Research

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Robotic education is a popular topic in recent years. There are robotic education courses from pre-K to K-12 and these courses claim that they support STEM education. However, the teacher's perception of these activities and needs for this education is the missing part of the chain. The aim of this study to find out the perceptions and suggestions of early childhood teachers about robotic education in kindergartens. This is a qualitative phenomenological study. Ten early childhood education (ECE) teachers were the participants of this study. A semi-structured interview form was developed and in-depth interviews were conducted to collect qualitative data. After that codes and themes were defined through the content analysis process. The results of this study showed that ECE teachers have a positive attitude towards robotic education in kindergarten. The current status of kindergarten, perceived advantages/disadvantages of robotic education, and ideal robotic education were the emerged themes during data analysis. According to results, ECE teachers thought that there are many needs like teacher training, materials, curriculum, infrastructure, technical support, and parent education for implementing robotic education properly in kindergartens. Also, teachers underlined that robotics education could be beneficial for motivation, knowledge, thinking skills, development, and psychomotor skills of children. Results also revealed ECE teachers' suggestions about ideal robotic education in kindergartens. Suggestions for future studies and practitioners were also included.

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Makey Makey as an Interactive Robotic Tool for High School Students’ Learning in Multicultural Contexts

Cited by 25 publications

References 56 publications

Twitch as a Techno-Pedagogical Resource to Complement the Flipped Learning Methodology in a Time of Academic Uncertainty

Twitch as a Techno-Pedagogical Resource to Complement the Flipped Learning Methodology in a Time of Academic Uncertainty

Co-Word Analysis and Academic Performance of the Term TPACK in Web of Science

How Do Elementary Childhood Education Teachers Perceive Robotic Education in Kindergarten? A Qualitative Study

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