Studying the Usability of an Intervention to Promote Teachers’ Use of Robotics in STEM Education

2017 ◽  
Vol 56 (8) ◽  
pp. 1179-1212 ◽  
Author(s):  
ChanMin Kim ◽  
Jiangmei Yuan ◽  
Dongho Kim ◽  
Prashant Doshi ◽  
Chi N. Thai ◽  
...  
Keyword(s):  
Stem Education ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Positive Impact ◽  
Open Educational Resources ◽  
Emotional Engagement ◽  
Future Research ◽  
Usability Study ◽  
Survey Results ◽  
Theoretical Foundations

We developed RoboSTEM, a portal for open educational resources for the use of robotics in teaching and learning, to help teachers learn how to design and implement lessons using robotics. In this article, the design and functionality of RoboSTEM and the theoretical foundations behind its design are described. Two usability testing studies are also presented. Participants were 13 pre- and in-service teachers. Results from both quantitative and qualitative data analyses show that (a) usability survey ratings were positive overall and improved after revisions from the first usability study to the second; (b) data from participants’ screen activities and interviews were aligned with the survey results; (c) high levels of behavioral, cognitive, and emotional engagement in RoboSTEM were observed; and (d) the positive impact of RoboSTEM on example-based learning was acknowledged among teachers. Applications of RoboSTEM as well as future research and development directions are discussed.

Developing Prospective Principals’ Problem-Framing Skills

2003 ◽  
Vol 13 (5) ◽  
pp. 529-548 ◽  
Author(s):  
Michael Aaron Copland
Keyword(s):  
Teaching And Learning ◽  
Qualitative Data ◽  
Future Research ◽  
Administrator Preparation ◽  
Social Psychological ◽  
Preparation Program ◽  
Problem Framing ◽  
Definition Of ◽  
Prospective Principals ◽  
Administrative Problem

This article reports on a study that inquired about the teaching and learning of administrative problem-framing skills in a problem-based learning (PBL) administrator preparation program. A literature-based definition of problem-framing ability is developed and a theoretical rationale for the study, based on elements of a social-psychological framework, is introduced. Employing a one-group pretest–posttest design, the problem-framing ability of students in one program cohort was measured prior to exposure to any PBL experiences and again at the end of their preparation program after repeated exposure to PBL. A statistical analysis reveals students’ problem-framing ability improves significantly over time, associated with their level of exposure to PBL. In postprogram qualitative data, graduates suggest PBL preparation develops their ability to frame problems encountered in practice. Finally, the implications of the findings for instructional practice and future research on administrator preparation are explored.

Enhancing writing pedagogy with learner corpus data

ReCALL ◽  
2014 ◽  
Vol 26 (2) ◽  
pp. 202-224 ◽  
Author(s):  
Elena Cotos
Keyword(s):  
Teaching And Learning ◽  
Qualitative Data ◽  
Native Speaker ◽  
Positive Impact ◽  
Writing Pedagogy ◽  
Frequency Diversity ◽  
Learner Corpus ◽  
Learner Corpora ◽  
Based Instruction ◽  
Study Participants

AbstractLearner corpora have become prominent in language teaching and learning, enhancing data-driven learning (DDL) pedagogy by promoting ‘learning driven data’ in the classroom. This study explores the potential of a local learner corpus by investigating the effects of two types of DDL activities, one relying on a native-speaker corpus (NSC) and the second combining native-speaker and learner corpora. Both types of activities aimed at improving second language writers’ knowledge of linking adverbials and were based on a preliminary analysis of adverbial use in the local learner corpus produced by 31 study participants. Quantitative and qualitative data, obtained from writing samples, pre/post-tests, and questionnaires, were converged through concurrent triangulation. The results showed an increase in frequency, diversity and accuracy in all participants’ use of adverbials, but more significant improvement was made by the students who were exposed to the corpus containing their own writing. The findings of this study are thus interpreted as suggestive that combining learner and native-speaker data is a feasible and effective practice, which can be readily integrated in DDL-based instruction with positive impact.

scholarly journals STEM ACTIVITIES WITH ROBOTIC CODING; THE EFFECT ON AWARENESS OF TEACHER CANDİDATES REGARDİNG ITS USE İN SCİENCE LESSONS

2021 ◽  
Vol 8 (11) ◽  
pp. 37-54
Author(s):  
Hasan GÜLERYÜZ ◽  
Refik DİLBER
Keyword(s):  
Stem Education ◽  
Teacher Candidates ◽  
Qualitative Data ◽  
Positive Impact ◽  
Structured Interview ◽  
Important Place ◽  
Continuous Innovation ◽  
The World ◽  
Field Notes ◽  
And Robotics

STEM education, which focuses on improving students' 21st century skills, aims to increase interest in engineering professions that have a very important place in the future of the world. Due to continuous innovation in technologies, it is critical to provide STEM and robotics coding training to students. Knowing the content of studies in our country related to STEM is of great importance for awareness of its use in science course.  The aim of this study is to investigate the effect of robotics coding STEM activities on teacher candidates ' awareness of their use in science course. 37 science teacher candidates participated in the 12-week study.  Qualitative research method was used in this study.  Qualitative data was taken from the field notes and semi-structured interview. As part of STEM activities, it is aimed to teach teacher candidates Robotics Coding. In the activities, Arduino IDE, Fritzing programs were taught. Robotics coding STEM activities have had a positive impact on teacher candidates. Teacher candidates reported that activities increased their interest and attitude to science, and that they were instructive, fun, and useful. Teacher candidates expressed that robotics coding activities integrated into education system enabled making learning permanent.

scholarly journals Identifying the contradictions in the technology enhanced language classroom

Seminar.net ◽  
2021 ◽  
Vol 17 (01) ◽  
Author(s):  
Rob Miles
Keyword(s):  
Language Learning ◽  
Activity Theory ◽  
United Arab Emirates ◽  
Teaching And Learning ◽  
English Language ◽  
Positive Impact ◽  
English Language Teaching ◽  
Future Research ◽  
Computer Assisted ◽  
Technology Enhanced Learning

This study takes place in the context of a federal laptop-mediated English language pre-university course in the United Arab Emirates. Despite predictions and claims from policy makers and practitioners that 1:1 classroom devices would revolutionise teaching and learning, student results remain static and student attrition remains high. Through the lens of activity theory this paper identifies ten contradictions, and their discursive manifestations, potentially causing failure and attrition. This paper contributes to the fields of technology enhanced learning, 1:1 device initiatives, English language teaching, computer assisted and mobile assisted language learning and activity theory by highlighting several problematic experiences in teachers’ practices and mapping these within the activity system context. The paper also questions the positive impact of a 1:1 laptop initiative in this particular context, with implications for future research.

scholarly journals ICT Integration Practices of STEM Teachers in TVET

2019 ◽  
Vol 8 (4) ◽  
pp. 11011-11015
Keyword(s):  
Stem Education ◽  
Teaching And Learning ◽  
Three Dimensions ◽  
Vocational Education And Training ◽  
Future Research ◽  
Ict Integration ◽  
Ict Skills ◽  
Barriers And Challenges ◽  
Standard Practices ◽  
And Training

STEM Education is important for a country to be advanced in economy and technology. It is achieved through skilled and multi-talented workforce produced by Technical Vocational Education and Training (TVET) which is a component of STEM Education. Technology becomes a mechanism for STEM teachers to engage their students in STEM disciplines. However, STEM teachers have barriers and challenges integrating technology in STEM Education. Therefore, it is the purpose of this study to examine STEM teachers’ technology integration practices in the context of ICT. This is a preliminary study that is conducted in MARA TVET – one of the private providers of TVET in Malaysia. Using a quantitative data collection tool, 32 STEM teachers from MARA TVET in Borneo Region participated in the study. The study employed adopted SPMa (Standard Practices MARA Educators) instrument that consists of three dimensions: basic ICT skills, integrating ICT in teaching and learning and communicate skillfully using ICT. The overall result revealed that the level of ICT integration of STEM teachers in MARA TVET is high (M = 2.63, SD = 0.80). Dimension basic ICT skills had the lowest mean (M = 2.41, SD = 1.04) and followed by dimension integrating ICT in teaching and learning (M = 2.69, SD = 0.90). Dimension using ICT to communicate had the highest mean (M = 2.78, SD = 1.04). In conclusion, the level of ICT integration of STEM teachers in MARA TVET of Borneo Region based on adopted SPMa instrument is moderate. Though ICT skills affect ICT integration in teaching and learning, there is also a need to examine other factors that affect the success of ICT integration. STEM teachers’ knowledge is a proposed variable to be investigated in future research.

Augmented Reality in Language and STEM Education

2021 ◽  
pp. 35-59
Author(s):  
Nhu Le ◽  
Hanh Dinh
Keyword(s):  
Augmented Reality ◽  
Mobile Devices ◽  
Stem Education ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Innovative Technology ◽  
Practical Applications ◽  
Efl Teachers ◽  
Based Instruction ◽  
Theoretical Foundations

Rapid advancement in technology has altered language and STEM education, especially during the coronavirus pandemic. Augmented reality (AR) has emerged as one of the latest technologies offering a new way to bridge virtual and real worlds, which can enhance both teaching and learning experience. Due to the widespread proliferation of digital technology, the implementation of AR on internet-based devices and mobile devices has become a growing trend in educational settings related to language and content-based instruction. There has been an increasing number of studies exploring the design, evaluation, and applications of AR for pedagogical purposes. This chapter aims to 1) delineate AR technology and its theoretical foundations, 2) review AR-pertinent literature regarding language and STEM education, 3) discuss the potentials as well as challenges of this innovative technology, and 4) propose practical applications for ESL/EFL teachers, educators, and practitioners alike.

scholarly journals Small Change is Beautiful: Exploring Possibilities of Eco-san on School Garden for Transformative Pedagogy

2020 ◽  
Vol 10 (2) ◽  
pp. 122
Author(s):  
Kamal Prasad Acharya ◽  
Govinda Prasad Devkota ◽  
Krishna Prasad Dhakal
Keyword(s):  
Qualitative Data ◽  
Collaborative Inquiry ◽  
Positive Impact ◽  
Research Question ◽  
Future Research ◽  
School Garden ◽  
Learning Collaborative ◽  
School Gardening ◽  
Meaningful Engagement ◽  
Small Change

This article explores the possibilities of the use of eco-san in the school garden in the Nepalese community school, focusing on transformative pedagogical impacts on the social learning environment of the school. In particular, the use of urine as a fertilizer in the school garden through eco-san and linking pedagogical alignment to provide a pleasant experience that has a positive impact on students’ meaningful engagement, social connections, and developing confidence. The main finding for the research question came from qualitative data collected from students, parents, and teachers through in-depth interviews, focus group discussions, participant observations and informal conversations. This was supported by analyses of qualitative data on students’ learning, collaborative inquiry, teachers' and parents' engagement and perceptions on the use of human urine as fertilizer from eco-san, and school gardening activities. Results showed that the gardening program attributes valued most highly by the parents and teachers included increased students' meaningful engagement, opportunities for experiential and integrated learning through dialogue conferences, collaborative inquiry, and building social skills like cooperation, sharing and argumentation. Future research should explore whether effects persist over time and if and how changes in students’ positive attitude affect learning through school gardening activities applying human. Suggestions for applying results to future studies are provided.

scholarly journals Elements of Open Education: An Invitation to Future Research

2020 ◽  
Vol 21 (3) ◽  
Author(s):  
Olaf Zawacki-Richter ◽  
Dianne Conrad ◽  
Aras Bozkurt ◽  
Cengiz Hakan Aydin ◽  
Svenja Bedenlier ◽  
...  
Keyword(s):  
Distance Learning ◽  
International Education ◽  
Open Educational Resources ◽  
Future Research ◽  
Open Education ◽  
Learner Characteristics ◽  
Prior Learning ◽  
Open Educational Practices ◽  
Open And Distance Learning ◽  
Theoretical Foundations

This paper explores elements of open education within the context of higher education. After an introduction to the origins of open education and its theoretical foundations, the topics of open and distance learning, international education issues in open education, open educational practices and scholarship, open educational resources, MOOCs, prior learning accreditation and recognition, and learner characteristics are considered, following the framework of macro, meso, and micro levels of research in open and distance learning. Implications for future research at the macro, meso, and micro levels are then provided.

scholarly journals Using Mobile Learning Tools in Higher Education: A UAE Case

2019 ◽  
Vol 13 (11) ◽  
pp. 51
Author(s):  
Jenny Eppard ◽  
Zeina Hojeij ◽  
Pinar Ozdemir-Ayber ◽  
Marlieke Rodjan-Helder ◽  
Sandra Baroudi
Keyword(s):  
Mobile Learning ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Future Research ◽  
Cultural Norms ◽  
Learning Tools ◽  
Culturally Appropriate ◽  
Ubiquitous Learning ◽  
Additional Information ◽  
Development And Utilization

Research indicates that mobile learning (ML), has the potential to transform teaching and learning. Despite its benefits, mobile learning adoption is a challenging process which requires support to facilitate its integration. The focus of this article is to investigate the factors that could affect ML acceptance. The quantitative and qualitative data collected from the surveys revealed additional information regarding the pedagogical benefits of and obstacles to mobile learning integration. Even though participants in this study reported to be late adopters of technology, they  maintained that ML is useful for learning, specifically ubiquitous learning. Teachers also noted that mobile learning integration is more successful when aligned with local cultural norms.  Mobile learning tools that might be culturally appropriate in one context may not always be accepted in another.  Findings of this study provide several implications and recommendations for future research on mobile learning implementation. Further research could explore the development and utilization of a rubric with specific criteria for evaluating mobile learning applictations.<strong> �  </strong>

scholarly journals The Stem of Meaningful Learning

2021 ◽  
Vol 2 (3) ◽  
pp. 15-24
Author(s):  
Bassem Kandil
Keyword(s):  
Stem Education ◽  
Conceptual Understanding ◽  
Teaching And Learning ◽  
Science Achievement ◽  
Positive Impact ◽  
Science Classroom ◽  
Meaningful Learning ◽  
Control Group ◽  
School Work ◽  
Experimental Group

Purpose: The purpose of this study is to examine the effects of integrated Science, Technology, Engineering, and Mathematics (STEM) education on academic achievement in the science classroom. Methodology: This study is a quasi-experimental using non-equivalent control group pretest-posttest design. Fifty-one Grade 8 students, taught by the same teacher, constituted the participants of this study. The study consisted of an experimental group that followed a STEM approach to education and a control group that was taught the usual way. Results: The findings showed an encouraging improvement in the science achievement of the experimental group as compared to that of the control one. Students belonging to the experimental group demonstrated conceptual understanding of the topics covered by the assigned problems. Practical Implications: An initial implication is that STEM education is a promising approach that, if properly implemented, facilitates meaningful learning. Originality/Value: The problem/project-based way of teaching and learning allows students to appreciate the relevance of their school work to their own lives and the world around them. Besides the positive impact of STEM education on science achievement, the findings of this study revealed that a STEM approach is a promising approach in terms of developing conceptual understanding and promoting transfer of learning.

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