Integrating Educational Robotics to Enhance Learning for Gifted and Talented Students

2015 ◽  
pp. 1467-1495
Author(s):  
Amy Eguchi
Keyword(s):  
Learning Environment ◽  
21St Century ◽  
Gifted And Talented ◽  
Educational Robotics ◽  
Learning Tool ◽  
Us Economy ◽  
Hands On ◽  
Hands On Learning ◽  
Talented Students ◽  
Robotics In Education

Using educational robotics as a learning tool fosters gifted and talented students' learning, helping to instill the qualities necessary for them to be successful 21st century citizens and innovators who can profoundly affect the future US economy. Educational robotics provides a stimulating hands-on learning environment in which students constantly encounter problems that trigger inquiries, inspiring them to develop new solutions, test them out using the physical robots, and reiterate the process until they successfully solve the problems. Although educational robotics is considered “the most perfect instructional approach currently available” (Gura, 2013, para. 2), just bringing the tool into a classroom does not necessarily create the learning transformation that we wish to witness. The chapter presents the theories behind ideal Robotics in Education (RiE) approaches, introducing tips to ensure effective student learning and to maximize the potential of able students to display giftedness.

Integrating Educational Robotics to Enhance Learning for Gifted and Talented Students

2015 ◽  
pp. 54-90 ◽  
Author(s):  
Amy Eguchi
Keyword(s):  
Learning Environment ◽  
21St Century ◽  
Gifted And Talented ◽  
Educational Robotics ◽  
Learning Tool ◽  
Us Economy ◽  
Hands On ◽  
Hands On Learning ◽  
Talented Students ◽  
Robotics In Education

Using educational robotics as a learning tool fosters gifted and talented students' learning, helping to instill the qualities necessary for them to be successful 21st century citizens and innovators who can profoundly affect the future US economy. Educational robotics provides a stimulating hands-on learning environment in which students constantly encounter problems that trigger inquiries, inspiring them to develop new solutions, test them out using the physical robots, and reiterate the process until they successfully solve the problems. Although educational robotics is considered “the most perfect instructional approach currently available” (Gura, 2013, para. 2), just bringing the tool into a classroom does not necessarily create the learning transformation that we wish to witness. The chapter presents the theories behind ideal Robotics in Education (RiE) approaches, introducing tips to ensure effective student learning and to maximize the potential of able students to display giftedness.

scholarly journals Educational Robotics Theories and Practice

Robotics ◽  
2013 ◽  
pp. 193-223 ◽  
Author(s):  
Amy Eguchi
Keyword(s):  
Science Education ◽  
Learning Environment ◽  
Graduate School ◽  
Learning Experiences ◽  
Educational Robotics ◽  
Educational Settings ◽  
Learning Tool ◽  
Hands On ◽  
Hands On Learning ◽  
K 12

Educational robotics is a growing field with “the potential to significantly impact the nature of engineering and science education at all levels, from K-12 to graduate school” (Mataric, 2004, para. 1). It has become one of the most popular activities in K-12 settings in recent years. Educational robotics is a unique learning tool that creates a learning environment that attracts and keeps students interested and motivated with fun, hands-on, learning experiences. Many educators might ask; “What is educational robotics?” and “What does it do, and what is it for?” The purpose of this chapter is to present the foundation of educational robotics, from its background, pedagogical theories relating to educational robotics, learning experiences that educational robotics can provide, to tips for how to do it right. It aims to provide guidance on implementing educational robotics for K-12 educators in their educational settings.

Educational Robotics Theories and Practice

2012 ◽  
pp. 1-30 ◽  
Author(s):  
Amy Eguchi
Keyword(s):  
Science Education ◽  
Learning Environment ◽  
Graduate School ◽  
Learning Experiences ◽  
Educational Robotics ◽  
Educational Settings ◽  
Learning Tool ◽  
Hands On ◽  
Hands On Learning ◽  
K 12

Educational robotics is a growing field with “the potential to significantly impact the nature of engineering and science education at all levels, from K-12 to graduate school” (Mataric, 2004, para. 1). It has become one of the most popular activities in K-12 settings in recent years. Educational robotics is a unique learning tool that creates a learning environment that attracts and keeps students interested and motivated with fun, hands-on, learning experiences. Many educators might ask; “What is educational robotics?” and “What does it do, and what is it for?” The purpose of this chapter is to present the foundation of educational robotics – from its background, pedagogical theories relating to educational robotics, learning experiences that educational robotics can provide, to tips for how to do it right. It aims to provide guidance on implementing educational robotics for K-12 educators in their educational settings.

Turning Competitions into Global Collaboration through Educational Robotics

2015 ◽  
pp. 1571-1591
Author(s):  
Amy Eguchi
Keyword(s):  
Positive Impact ◽  
Educational Robotics ◽  
Global Collaboration ◽  
Learning Tool ◽  
World Championship ◽  
Early Stages ◽  
New Approaches ◽  
Hands On ◽  
Hands On Learning ◽  
Annual World

The chapter introduces a case of an educational robotics competition promoting global collaboration among participating students. Educational robotics is a learning tool that promotes the skills for collaboration and teamwork among students (Eguchi, 2007a, 2007b; Miller, Nourbakhsh, & Sigwart, 2008) through hands-on learning. When RoboCupJunior, an educational robotics competition, noticed some students becoming aggressively competitive at its annual World Championship, the organizers of the event decided to take measures to restructure its competition scheme in order to promote global collaboration among participating students. The chapter provides detailed information about the competition and its efforts to promote global collaboration among participating teams. In addition, although it is still in the early stages, the chapter shares anecdotal accounts of both participating students and organizers that confirm the positive impact the new approaches to competition has already had on encouraging collaboration among participating students.

Turning Competitions into Global Collaboration through Educational Robotics

2015 ◽  
pp. 233-253
Author(s):  
Amy Eguchi
Keyword(s):  
Positive Impact ◽  
Educational Robotics ◽  
Global Collaboration ◽  
Learning Tool ◽  
World Championship ◽  
Early Stages ◽  
New Approaches ◽  
Hands On ◽  
Hands On Learning ◽  
Annual World

The chapter introduces a case of an educational robotics competition promoting global collaboration among participating students. Educational robotics is a learning tool that promotes the skills for collaboration and teamwork among students (Eguchi, 2007a, 2007b; Miller, Nourbakhsh, & Sigwart, 2008) through hands-on learning. When RoboCupJunior, an educational robotics competition, noticed some students becoming aggressively competitive at its annual World Championship, the organizers of the event decided to take measures to restructure its competition scheme in order to promote global collaboration among participating students. The chapter provides detailed information about the competition and its efforts to promote global collaboration among participating teams. In addition, although it is still in the early stages, the chapter shares anecdotal accounts of both participating students and organizers that confirm the positive impact the new approaches to competition has already had on encouraging collaboration among participating students.

Educational Robotics Meets Inquiry-Based Learning

2012 ◽  
pp. 327-366 ◽  
Author(s):  
Amy Eguchi ◽  
Lisbeth Uribe
Keyword(s):  
Learning Environment ◽  
Private School ◽  
School Setting ◽  
After School ◽  
Educational Robotics ◽  
Inquiry Based Learning ◽  
Hands On ◽  
Hands On Learning ◽  
After School Program ◽  
Chaotic Nature

The chapter introduces an experimental approach to integrating inquiry-based learning into educational robotics in an after school program at a private school in New York City. Educational robotics is a learning tool that can provide a hands-on learning environment in which students constantly encounter problems that trigger inquiries. However, because of the chaotic nature of the educational robotics hands-on learning environment, especially in an after school setting, student inquiry based learning was not obvious to the students and teachers. The authors developed a digital Robotics Engineering Journal to ensure that learning through inquiry became visible. Through the experiment, the authors learned the importance of scaffolding the process of students documenting their learning, while remaining flexible and responsive to the needs and desires of the students.

Philosophy and Psychology as Influences on Gifted and Talented Education in the 21st Century Education

2020 ◽  
pp. 20-42
Author(s):  
Britt Tatman Ferguson ◽  
Maximilian G. F. Napier
Keyword(s):  
21St Century ◽  
Gifted And Talented ◽  
Instructional Decisions ◽  
Technology In Education ◽  
Review Of Literature ◽  
21St Century Education ◽  
Gifted And Talented Education ◽  
Purpose Of Education ◽  
Teacher's Beliefs ◽  
Talented Students

The purpose of this chapter is to clarify varying beliefs of those within (and those commenting on) education. A review of literature on educational philosophy and educational psychology is followed by an analysis of what these various beliefs mean for those working with gifted and talented students, how these beliefs relate to technology, and the role technology can play to optimize gifted and talented students' education. The focus is on the teacher's beliefs about the truth and purpose of education and about how students learn these beliefs will influence instructional decisions and determine the value of technology in education.

Rethinking how we identify “gifted” students

2020 ◽  
Vol 102 (4) ◽  
pp. 8-13 ◽  
Author(s):  
Scott J. Peters ◽  
James Carter ◽  
Jonathan A. Plucker
Keyword(s):  
Best Practices ◽  
21St Century ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Gifted Students ◽  
Personalized Learning ◽  
Student Population ◽  
Talented Student ◽  
Student Identification ◽  
Talented Students

In the 21st century, what does a defensible, equitable model of gifted and talented student identification look like? For too long, gifted education’s reason for being has been unclear, and the students it has served have been from too narrow a segment of the student population. With renewed attention to equity and personalized learning, gifted education should exist as one pathway through which students can have their needs met. Scott Peters, James Carter, and Jonathan Plucker outline several best practices in identifying gifted and talented students that, if implemented, would better align with the goal of gifted education, while also improving equity.

Designing, Developing, and Evaluating a Cloud-Based Laboratory for Online STEM IT Students

2016 ◽  
pp. 64-78
Author(s):  
Dongqing Yuan ◽  
Brandon Cross
Keyword(s):  
Learning Environment ◽  
It Industry ◽  
Lecture Method ◽  
Hands On ◽  
Hands On Learning ◽  
E Learning ◽  
Web Access ◽  
Stem Students ◽  
Server Application ◽  
Private Cloud Computing

In an IT learning environment, hands-on learning is central to one's learning. Many previous studies found that STEM students who were taught through a hands-on learning method, as opposed to only the textbook and lecture method, showed higher comprehension of the concepts. Hands-on labs and experimenting expand a student's understanding and appreciation of science. For many years, traditional IT program instructors have been able to integrate hands-on approaches into the classroom. Although hands-on laboratory exercises are integral to a successful IT program, e-Learning students in IT do not have the same laboratory experience as onsite students. Consequentially, there is a problem with e-Learning IT students not acquiring all the essential hands-on skills with equipment used in the IT industry. In this chapter, we present a solution which is based on private cloud computing and can be used to build a laboratory and learning environment for a variety of online hands-on IT courses including Wireless System, IP Telephony and Server Application. Students, as cloud clients, can access the server by web access through VPN connection.

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