Issues of Selecting a Programming Environment for a Programming Curriculum in General Education

LEGO MINDSTORMS EV3 Robot in TRICK Studio environment as a new performer for teaching algorithmization and the basics of robotics in a school informatics course

Informatics in school ◽

10.32517/2221-1993-2021-20-7-48-56 ◽

2021 ◽

pp. 48-56

Author(s):

E. V. Filimonova ◽

A. Yu. Savchuk

Keyword(s):

General Education ◽

Learning Process ◽

Educational Program ◽

Programming Environment ◽

Parallel Study ◽

Real Robot ◽

Lego Mindstorms ◽

Mindstorms Ev3 ◽

Methodological Aspects

The article discusses the methodological aspects of teaching algorithmization and the basics of robotics using the educational constructor LEGO MINDSTORMS EV3 in the TRIK Studio environment. The advantages of using the TRIK Studio programming environment to control both a real robot "live" and a virtual one in simulation mode are shown. Based on the methodology for introducing basic algorithmic constructions and types of algorithms by I.G. Semakin, examples of solving a system of problems using commands to control the EV3 robot in the TRIK Studio environment are given. The LEGO MINDSTORMS EV3 Robot is seen as a new performer in the TRIK Studio environment. The article highlights directions and provides examples of tasks for further mastering the basics of robotics and algorithmization. The parallel study of the basics of robotics with the study of the algorithmization section based on the task approach allows you to organize the learning process in the informatics course based on interdisciplinary and STEM approaches, to implement the requirements of the Approximate Basic Educational Program of Basic General Education (2015).

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Visual programming for the greation of digital shadow play performance using mobile devices in times of Covid-19

Advances in Mobile Learning Educational Research ◽

10.25082/amler.2021.02.010 ◽

2021 ◽

Vol 1 (2) ◽

pp. 162-170

Author(s):

Alexandros Georgios Kapaniaris ◽

◽

Georgios Zampetoglou ◽

Keyword(s):

General Education ◽

Primary School ◽

Mobile Devices ◽

Visual Programming ◽

Programming Environment ◽

Research Project ◽

Shadow Play ◽

Smart Mobile ◽

Digital Shadow ◽

Smart Mobile Devices

The design of a guided research project using an educational scenario based on a visual programming environment using smart mobile devices (smartphone, tablet) aimed at creating a digital shadow play performance. It was implemented in a classroom environment as part of the festive activities of the 4th Primary School of Nea Ionia Volos “Panagiotis Katsirelos” to celebrate the 200 years since the Greek Revolution. Moreover, the digital work that emerged was presented at the 10th Digital Creation Festival (Volos, Magnesia junction). The guided research project was approached interdisciplinary with the collaboration of teachers of Informatics, Theatrical Education, and general education teachers. The educational scenario was addressed to the 6th-grade primary school students. The students were already familiar with internet applications, ICT tools, and Scratch, a visual programming environment. The students used three smart mobile devices to create the final digital artifact with Scratch’s visual programming environment due to special learning conditions caused by the Covid-19 pandemic.

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СЕРЕДОВИЩА ПРОГРАМУВАННЯ ЯК ЗАСІБ НАВЧАННЯ УЧНІВ ОСНОВ ПРОГРАМУВАННЯ

Information Technologies and Learning Tools ◽

10.33407/itlt.v59i3.1601 ◽

2017 ◽

Vol 59 (3) ◽

pp. 13

Author(s):

Vitalii M. Bazurin

Keyword(s):

General Education ◽

Programming Languages ◽

Operating Systems ◽

Programming Environment ◽

Software Environment ◽

Programming Environments ◽

Support Level ◽

Education School ◽

System Requirements ◽

Selection Of

The article reveals the conditions for choosing the programming environment as a means of teaching students of the general education school to programming in modern languages. The main conditions that influence the choice of the programming environment are determined: technical characteristics of computers and system requirements of the programming environment; availability of operating systems and additional software required for the functioning of the programming environment; functional of the programming environment; the interface of the programming environment; availability of documentation for the software environment; availability of educational and methodological support; level of competence of the teacher of computer science. The characteristics of the most common programming environments in C / C ++, C #, Java are analyzed. The selection of the programming environment for studying each of the specified programming languages is substantiated for the training of beginning programmers and students who have programming skills.

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AAC and the IEP

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac18.2.65 ◽

2009 ◽

Vol 18 (2) ◽

pp. 65-70 ◽

Cited By ~ 1

Author(s):

Robin Hurd

Keyword(s):

General Education ◽

Special Education Teachers ◽

Team Member ◽

General Education Teachers ◽

Students With Special Needs ◽

Speech Language Pathologist ◽

Inclusion Classroom ◽

Communication Needs ◽

State Educational ◽

Iep Team

Abstract The team in IEP team is a necessity for students with complex communication needs. These students need the expertise of each team member to design a custom education that allows them to make progress towards state educational standards and build communication competence across curriculum areas. This article covers the strengths each team member brings to the IEP team. Parents bring a long-term perspective of the student; general education teachers bring their knowledge of what curriculum will be covered in the inclusion classroom; and special education teachers bring their training in working with and making adaptations for students with special needs. The article also focuses specifically on ways the speech-language pathologist contributes information on how language is used across the curriculum. A vital part of the role of the SLP on the IEP team is to pinpoint specific areas of language need and to provide teachers with ways to address those areas of need within their curriculum.

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Helping the General Education Team Support Students Who Use AAC

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac21.3.82 ◽

2012 ◽

Vol 21 (3) ◽

pp. 82-91 ◽

Cited By ~ 2

Author(s):

Carole Zangari

Keyword(s):

Academic Achievement ◽

General Education ◽

Communication Skills ◽

Communication Systems ◽

General Education Teachers ◽

Practice Opportunities ◽

Support Students ◽

Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

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Undergraduate Elementary Education Majors' Knowledge of Augmentative and Alternative Communication

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac19.4.100 ◽

2010 ◽

Vol 19 (4) ◽

pp. 100-107 ◽

Cited By ~ 1

Author(s):

Lindsay Kessel ◽

Linda Sue Sickman

Keyword(s):

Elementary Education ◽

General Education ◽

Augmentative And Alternative Communication ◽

General Education Teachers ◽

Classroom Teachers ◽

Education Majors ◽

Alternative Communication ◽

Elementary Education Majors ◽

Education Major ◽

Survey Results

Abstract This study describes survey results measuring the knowledge undergraduate elementary education major students have about augmentative and alternative communication. Those students with experience and course knowledge surrounding AAC were more knowledgeable. Implications for speech-language pathologists (SLPs) will be addressed, including how SLPs can provide classroom teachers with classroom support for general education teachers.

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