scholarly journals The Development of Computational Thinking in Student Teachers through an Intervention with Educational Robotics

10.28945/4442 ◽  
2019 ◽  
Vol 18 ◽  
pp. 139-152 ◽  
Author(s):  
Francesc M Esteve-Mon ◽  
Jordi Adell-Segura ◽  
María Ángeles Llopis Nebot ◽  
Gracia Valdeolivas Novella ◽  
Julio Pacheco Aparicio
Keyword(s):  
Student Teachers ◽  
Computational Thinking ◽  
Male Students ◽  
Future Research ◽  
Educational Robotics ◽  
Digital Competence ◽  
Design Based Research ◽  
Teaching Competence ◽  
Educational Robots ◽  
And Robotics

Aim/Purpose: This research aims to describe and demonstrate the results of an intervention through educational robotics to improve the computational thinking of student teachers. Background: Educational robotics has been increasing in school classrooms for the development of computational thinking and digital competence. However, there is a lack of research on how to prepare future teachers of Kindergarten and Elementary School in the didactic use of computational thinking, as part of their necessary digital teaching competence. Methodology: Following the Design-Based Research methodology, we designed an intervention with educational robots that includes unplugged, playing, making and remixing activities. Participating in this study were 114 Spanish university students of education. Contribution: This research helps to improve the initial training of student teachers, especially in the field of educational robotics. Findings: The student teachers consider themselves digital competent, especially in the dimensions related to social and multimedia aspects, and to a lesser extent in the technological dimension. The results obtained also confirm the effectiveness of the intervention through educational robotics in the development of computational thinking of these students, especially among male students. Recommendations for Practitioners: Teacher trainers could introduce robotics following these steps: (1) initiation and unplugged activities, (2) gamified activities of initiation to the programming and test of the robots, (3) initiation activities to Scratch, and (4) design and resolution of a challenge. Recommendation for Researchers: Researchers could examine how interventions with educational robots helps to improve the computational thinking of student teachers, and thoroughly analyze gender-differences. Impact on Society: Computational thinking and robotics are one of the emerging educational trends. Despite the rise of this issue, there are still few investigations that systematize and collect evidence in this regard. This study allows to visualize an educational intervention that favors the development of the computational thinking of student teachers. Future Research: Researchers could evaluate not only the computational thinking of student teachers, but also their didactics, their ability to teach or create didactic activities to develop computational thinking in their future students.

scholarly journals A review of research exploring teacher preparation for the digital age

2020 ◽  
Author(s):  
Anne Starkey
Keyword(s):  
Teacher Preparation ◽  
Student Teachers ◽  
Digital Age ◽  
Future Research ◽  
Digital Competence ◽  
University Of Cambridge ◽  
Digital Integration ◽  
Teaching Competence ◽  
Digital Competencies ◽  
Faculty Of Education

©, © University of Cambridge, Faculty of Education. Digital technologies and the Internet are increasing in prominence in schooling systems. As schools and teaching evolve as a result of the integration of technologies teacher preparation will also change. This paper examines research exploring the preparation of teachers for the digital age through a systematic literature review of articles published between 2008 and 2018. The findings provide insight into what has and has not been studied across a range of literature and the alignment with the broader context of digital integration in schools. A focus on digital competencies was identified which was framed in three ways across the literature; generic digital competence, digital teaching competence and an emerging concept of professional digital competence. How student teachers learn to engage in the professional work of a teacher in a digitally infused education system should underpin future research. A model of professional digital competence is proposed.

scholarly journals A review of research exploring teacher preparation for the digital age

2020 ◽  
Author(s):  
Anne Starkey
Keyword(s):  
Teacher Preparation ◽  
Student Teachers ◽  
Digital Age ◽  
Future Research ◽  
Digital Competence ◽  
University Of Cambridge ◽  
Digital Integration ◽  
Teaching Competence ◽  
Digital Competencies ◽  
Faculty Of Education

©, © University of Cambridge, Faculty of Education. Digital technologies and the Internet are increasing in prominence in schooling systems. As schools and teaching evolve as a result of the integration of technologies teacher preparation will also change. This paper examines research exploring the preparation of teachers for the digital age through a systematic literature review of articles published between 2008 and 2018. The findings provide insight into what has and has not been studied across a range of literature and the alignment with the broader context of digital integration in schools. A focus on digital competencies was identified which was framed in three ways across the literature; generic digital competence, digital teaching competence and an emerging concept of professional digital competence. How student teachers learn to engage in the professional work of a teacher in a digitally infused education system should underpin future research. A model of professional digital competence is proposed.

scholarly journals Digital Competence and Computational Thinking of Student Teachers

2020 ◽  
Vol 15 (02) ◽  
pp. 29
Author(s):  
Francesc M. Esteve-Mon ◽  
M. Ángeles Llopis ◽  
Jordi Adell-Segura
Keyword(s):  
University Students ◽  
Student Teachers ◽  
Communication Skills ◽  
Computational Thinking ◽  
Relevant Information ◽  
The Other ◽  
Digital Competence ◽  
Gender Gaps ◽  
High Level ◽  
The Relationship

Digital competence is one of the most demanded skills, and includes, among other aspects, the use of technological, informational, multimedia or communication skills and knowledge. In recent years, different institutions have included computational thinking among the different areas that make up this digital competence. However, there are few publications that deepen the relationship between computational thinking and digital competence. The present study analyzes the level of digital competence and computa-tional thinking of 248 Spanish university students, exploring the relation-ships between both abilities and the existing differences. According to the results, the majority of the students perceive themselves with a medium to a high level of digital competence, highlighting the multimedia and commu-nicative dimensions, as opposed to the more technological aspects. On the other hand, there is a correlation between computational thinking and digi-tal competence, especially with the communicative and technological areas. Likewise, the results indicate that women obtain lower results in their computational thinking and are perceived to be digitally less competent than men, especially in regard to the technological dimension. These results provide relevant information in terms of research and open the door to the development of training actions in student teachers to overcome the still-existing gender gaps.

scholarly journals VEX Robotics Competitions: Gender Differences in Student Attitudes and Experiences

10.28945/4193 ◽  
2019 ◽  
Vol 18 ◽  
pp. 097-112 ◽  
Author(s):  
Amanda Sullivan ◽  
Marina Umashi Bers
Keyword(s):  
High School Students ◽  
Student Attitudes ◽  
Female Students ◽  
Male Students ◽  
Future Research ◽  
Educational Robotics ◽  
School Students ◽  
Male And Female ◽  
Technical Ability ◽  
K 12

Aim/Purpose: Educational robotics competitions are a popular way to increase students’ interest in science and engineering during their K-12 years. However, female students are typically underrepresented in these competitions. The goal of this study is to determine differences in the experiences of male and female robotics competition students in order to better support female students and increase their representation in competition leagues. Background: VEX Robotics Competitions are one of the fastest-growing educational robotics competitions available to middle school and high school students around the world. Despite growing numbers of participants, VEX programs have a notice-able lack of female participants. In order to create a more diverse and representative program, it is important to investigate why fewer female students participate in the competitions and what can be done to better support female students. Methodology: Qualitative and quantitative data were collected from VEX mentors and students through online surveys. A total sample of N=675 VEX mentors and students participated (n=47 students and n=628 mentors). The surveys asked scaled, multiple choice, and free response questions. Through these surveys, the following research questions are answered: 1) What (if any) are the differences between male and female student experiences with VEX? 2) What (if any) are the differences in male and female students’ confidence in their technical ability? and 3) What (if any) are the differences in male and female students’ performance on VEX related robotics team tasks? Contribution: This study contributes to the growing body of work on engaging female students, and other underrepresented students, in STEM fields such as programming, engineering, and robotics. Findings: Results demonstrate the male students outnumber female students and male mentors also outnumber female mentors in this sample. Male students are significantly more confident in their general technical ability and their ability to put things together (p<.05) and students of both genders generally wished to have more female students on their teams. Results also indicate that mentors generally perceive their female students as requiring more help and that they are less engaged with construction tasks as compared to male students. Recommendations for Practitioners: VEX mentors should focus on enhancing female students’ confidence with the construction and building aspects of robotics and ensuring they get the same experience with these tasks as male students. They should consider providing supplemental hands-on training sessions, within or outside of regular team sessions, for students who wish to build confidence and experience in these areas. Recommendation for Researchers: Researchers should continue to explore the experiences of female students in robotics competitions, including differences based on grade level, mentor gender, and more. Researchers should additionally look at female students who are not a part of robotics teams (or who have left a robotics team) to understand why these teams do not appeal to them. Impact on Society: Women are still underrepresented in engineering and computer science professions. In order to bridge this gap, it is critical to find effective ways to reach girls in their K-12 years to build their confidence and interest in these fields before they reach college. This study points out critical areas where robotics competition teams should focus on building female students’ confidence. Future Research: The findings in this paper present research from year 1 of a multi-year longitudinal study. Future research will continue to track the mentors and students in this study in order to gain information on retention and change over time.

Instructional Design to Foster Computational Thinking Using Educational Robotics

2021 ◽  
pp. 164-182
Author(s):  
Alejandro Trujillo Castro ◽  
Magally Martínez Reyes ◽  
Anabelem Soberanes-Martín
Keyword(s):  
Instructional Design ◽  
Educational Intervention ◽  
Research Methodology ◽  
Teaching And Learning ◽  
Computational Thinking ◽  
Educational Robotics ◽  
Design Based Research ◽  
Addie Model ◽  
Education In Mexico ◽  
Practice Skills

The way of approaching the difficulties in technological areas is opening potentialities for teaching and learning, considering the competences as actions that put into practice skills to solve problems. A clear example is the computational thinking that proposes a way of thinking and facing different challenges. Through the design-based research methodology and the ADDIE model, an instructional design is proposed to carry out activities using educational robotics, analyzing its impact on skills related to computational thinking. An educational intervention is carried out with students from 13 to 15 years old from the three grades of secondary education in Mexico. It was established that the student's reaction to a challenge is: a) Due to lack of confidence in his or her own abilities, it is difficult for him or her to face the problem. b) Knowledge of computer thinking allows him or her to think of a strategy to try to solve it. The results suggest that those who have notions about computer thinking have more facility to think and face the different challenges.

Instructional Design to Foster Computational Thinking Using Educational Robotics

2022 ◽  
pp. 60-78
Author(s):  
Alejandro Trujillo Castro ◽  
Magally Martínez Reyes ◽  
Anabelem Soberanes-Martín
Keyword(s):  
Instructional Design ◽  
Educational Intervention ◽  
Research Methodology ◽  
Teaching And Learning ◽  
Computational Thinking ◽  
Educational Robotics ◽  
Design Based Research ◽  
Addie Model ◽  
Education In Mexico ◽  
Practice Skills

The way of approaching the difficulties in technological areas is opening potentialities for teaching and learning, considering the competences as actions that put into practice skills to solve problems. A clear example is the computational thinking that proposes a way of thinking and facing different challenges. Through the design-based research methodology and the ADDIE model, an instructional design is proposed to carry out activities using educational robotics, analyzing its impact on skills related to computational thinking. An educational intervention is carried out with students from 13 to 15 years old from the three grades of secondary education in Mexico. It was established that the student's reaction to a challenge is: a) Due to lack of confidence in his or her own abilities, it is difficult for him or her to face the problem. b) Knowledge of computer thinking allows him or her to think of a strategy to try to solve it. The results suggest that those who have notions about computer thinking have more facility to think and face the different challenges.

Learning Computational Thinking Development in Young Children With Bee-Bot Educational Robotics

2020 ◽  
pp. 289-309 ◽  
Author(s):  
Stamatios Papadakis ◽  
Michail Kalogiannakis
Keyword(s):  
Learning Experience ◽  
Interactive Media ◽  
Computational Thinking ◽  
Teaching Experience ◽  
Thinking Skills ◽  
Educational Robotics ◽  
Learning And Development ◽  
Curricular Intervention ◽  
Excellent Tool ◽  
And Robotics

It is widely known that when used intentionally and appropriately, technology and interactive media are effective tools to support learning and development. In recent years, there has been a push to introduce coding and computational thinking in early childhood education, and robotics is an excellent tool to achieve this. This chapter presents some results obtained in the development of a learning experience in computational thinking using Bee-Bot educational robotics. The experience involved 47 preschoolers of a kindergarten in Crete, Greece during the period 2019-2020. The study reports statistically significant learning gains between the initial and final assessment of children's computational thinking skills. It was found that children in the treatment group who engaged in the robotic curricular intervention performed better on CT tests. This finding shows that an enhanced teaching experience using robots was beneficial for improving young children's computational thinking skills. The implications for designing appropriate curricula using robots for kindergarteners are addressed.

Learning Computational Thinking Development in Young Children With Bee-Bot Educational Robotics

2022 ◽  
pp. 926-947
Author(s):  
Stamatios Papadakis ◽  
Michail Kalogiannakis
Keyword(s):  
Learning Experience ◽  
Interactive Media ◽  
Computational Thinking ◽  
Teaching Experience ◽  
Thinking Skills ◽  
Educational Robotics ◽  
Learning And Development ◽  
Curricular Intervention ◽  
Excellent Tool ◽  
And Robotics

It is widely known that when used intentionally and appropriately, technology and interactive media are effective tools to support learning and development. In recent years, there has been a push to introduce coding and computational thinking in early childhood education, and robotics is an excellent tool to achieve this. This chapter presents some results obtained in the development of a learning experience in computational thinking using Bee-Bot educational robotics. The experience involved 47 preschoolers of a kindergarten in Crete, Greece during the period 2019-2020. The study reports statistically significant learning gains between the initial and final assessment of children's computational thinking skills. It was found that children in the treatment group who engaged in the robotic curricular intervention performed better on CT tests. This finding shows that an enhanced teaching experience using robots was beneficial for improving young children's computational thinking skills. The implications for designing appropriate curricula using robots for kindergarteners are addressed.

Measuring the Impact on Student's Computational Thinking Skills Through STEM and Educational Robotics Project Implementation

2020 ◽  
pp. 238-288
Author(s):  
Avraam Chatzopoulos ◽  
Michail Kalogiannakis ◽  
Michail Papoutsidakis ◽  
Sarantos Psycharis ◽  
Dimitrios Papachristos
Keyword(s):  
Pilot Study ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Educational Robotics ◽  
Project Implementation ◽  
School Students ◽  
Engineering Mathematics ◽  
High Participation ◽  
The Impact ◽  
Educational Robots

In this chapter, the authors present their research on how P12 students apply computational thinking (CT) skills when they are assigned simple science, technology, engineering, mathematics (STEM) problems, which they are called upon to solve with the help of educational robotics (ER) activities. The reason for this research was the high participation and increased interest shown in an ER event, where distributed questionnaires recorded students' views on ER, STEM, and CT. Their answers were the spark to conduct a pilot study on primary school students in the form of an experiential seminar to investigate the possibility of developing their CT skills by applying ER activities when they are asked to solve authentic STEM problems. The results showed that students may develop CT skills when involved in ER activities and that educational robots enhance students' engagement with programming and create a more favorable environment for developing students' CT skills.

Educational Robotics

2021 ◽  
pp. 41-67
Author(s):  
Maria Blancas ◽  
Cristina Valero ◽  
Vasiliki Vouloutsi ◽  
Anna Mura ◽  
Paul F. M. J. Verschure
Keyword(s):  
Problem Solving ◽  
Computational Thinking ◽  
Relevant Information ◽  
The Other ◽  
Educational Robotics ◽  
Inquiry Based Learning ◽  
Current State ◽  
The One ◽  
And Robotics

The aim of this work is two-fold. On the one hand, the authors wish to provide relevant information to educators willing to develop an educational robotics (ER) curriculum. They thus provide the current state of the art in the field of ER and the various approaches reported in the literature. They also provide examples of how computational thinking (CT) can be applied in ER and main theories behind ER: constructivism, constructionism, and inquiry-based learning. As ER requires problem-solving abilities, they discuss the link between CT and metacognition, which is considered one of the required educational improvements of the 21st century (also related to the role of gender in STEM methodologies). On the other hand, they wish to present their methodology to teach coding and ER (coding robots through exploring their affordances – CREA), how it was designed, and its main outcomes. It aims at teaching programming and robotics to children in primary school, focusing not on only the performance of the students, but also the cultivation of collaboration, communication, creativity, and critical thinking.

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