Robotics and Programming Integration as Cognitive-Learning Tools

2019 ◽  
pp. 1085-1099
Author(s):  
Nikleia Eteokleous
Keyword(s):  
Digital Literacy ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Cognitive Learning ◽  
Comfort Level ◽  
Full Potential ◽  
Learning Tools ◽  
Study Approach ◽  
Teaching Cases ◽  
Teacher Age

Robotics and programming integration as cognitive-learning tools in selected teaching cases exploits its full potential; therefore, it upgrades and enhances the teaching and learning process and promotes school transformation. Employing a case study approach, the current study examines how robotics and computer programming can be integrated within the elementary teaching practice (2nd to 6th grade) in order to achieve learning objectives across disciplines beyond STEM (8 teachers and 169 students participated at the study). Results are discussed taking into account class size, robotics package used, teacher age, gender, experience, and teacher digital literacy/comfort level with technology. The innovative educational robotics curriculum developed by the Robotics Academy provides the theoretical and educational framework to achieve the above.

Robotics and Programming Integration as Cognitive-Learning Tools

2018 ◽  
pp. 6859-6871
Author(s):  
Nikleia Eteokleous
Keyword(s):  
Digital Literacy ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Cognitive Learning ◽  
Comfort Level ◽  
Full Potential ◽  
Learning Tools ◽  
Study Approach ◽  
Teaching Cases ◽  
Teacher Age

Robotics and programming integration as cognitive-learning tools, in selected teaching cases exploits its full potential; therefore, it upgrades and enhances the teaching and learning process and promotes school transformation. Employing a case study approach, the current study examines how robotics and computer programming can be integrated within the elementary teaching practice (2nd to 6th grade) in order to achieve learning objectives across disciplines beyond STEM (8 teachers and 169 students participated at the study). Results are discussed taking into account class size, robotics package used, teacher age, gender, experience and teacher digital literacy/ comfort level with technology. The innovative educational robotics curriculum developed by the Robotics Academy provides the theoretical and educational framework to achieve the above.

Employing Educational Robotics for the Development of Problem-Based Learning Skills

2018 ◽  
pp. 2492-2502 ◽  
Author(s):  
Nikleia Eteokleous
Keyword(s):  
Critical Thinking ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Interdisciplinary Approach ◽  
Student Experiences ◽  
Educational Robotics ◽  
Learning Tools ◽  
Learning Skills ◽  
Study Approach

Robotics activities are related to addressing a problem, and usually problems in authentic, real situations. The students are given a driving question and are requested to solve a “problem”. Having noticed this connection, the current study evaluates the integration of robotics as a tool where the problem based learning (PBL) method and the interdisciplinary approach are intertwined. Specifically, the pre-programmable floor robots, the BeeBots, were used as cognitive-learning tools in order to examine students' development of problem based learning skills: creativity-innovation, critical thinking, and collaboration. A case study approach was employed, collecting quantitative (pre- and post-questionnaires) and qualitative data (focus groups). The results revealed positive student experiences and reactions, and enhancement of the critical thinking and creativity-innovation skills.

scholarly journals DIGITIZING ENGLISH LESSONS: INCORPORATING INTERACTIVE PLATFORMS INTO CLASSROOM EDUCATION

2020 ◽  
Vol 1 (17) ◽  
pp. 41-47
Author(s):  
Olexandra Budilova ◽  
Alla Bilova
Keyword(s):  
Language Learning ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Skills Acquisition ◽  
General Outline ◽  
Classroom Activities ◽  
Success Stories ◽  
Classroom Education ◽  
Competence Acquisition

The article offers a general outline of particular online platforms that have proved effective for teaching and learning English as a second language in a regular classroom. A bigfocus is placed on activities each platform has to offer, as well as on various teacher access options and benefits. The idea behind this article is to share experience and disseminate success stories related to the use of these platform in our routine teaching practice. Since nowadays teaching focus has shifted from reproduction to competence acquisition, every competence implies certain skills and abilities that can be used for career and life success. One of these key competences is digital literacy, which can be developed through integrating technology into classroom activities. Alongside gaining appropriate digital skills, digital technology can significantly diversify the entire learning process and make language learning a combination of skills acquisition and pleasure.

Tapping into Digital Literacy with Mobile Devices

2009 ◽  
pp. 436-456 ◽  
Author(s):  
Mark van‘t Hooft
Keyword(s):  
Mobile Devices ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Literacy Skills ◽  
Learning Activities ◽  
Digital Tools ◽  
Full Potential ◽  
Educational Activities ◽  
Pedagogical Changes ◽  
Wireless Mobile

This chapter describes the use of wireless mobile devices for teaching and learning, and their impact on digital literacy. Following a brief description of these digital tools for education, a sampling of short narratives is used to illustrate what types of educational activities are possible above and beyond what is possible without them, what pedagogical changes need to be made to effectively integrate wireless mobile devices in teaching and learning activities, how these devices can be adapted to harness their full potential as ubiquitous devices for teaching and learning, and how digital literacy skills influence and are being influenced by this technology. The ultimate goal of this chapter is to provide evidence of the potential that wireless mobile devices have for teaching and learning.

Tapping into Digital Literacy

2011 ◽  
pp. 287-307 ◽  
Author(s):  
Mark van ‘t Hooft
Keyword(s):  
Digital Literacy ◽  
Teaching And Learning ◽  
New Technology ◽  
Handheld Computers ◽  
Literacy Skills ◽  
Handheld Devices ◽  
Full Potential ◽  
Handheld Technology ◽  
Available Technology ◽  
K 12

This chapter describes the integration of handheld computers in K-12 classrooms and its impact on digital literacy. Following a brief description of this new technology for education, teacher stories are used to illustrate what types of educational activities are possible above and beyond what is possible with available technology, what pedagogical changes need to be made to effectively integrate handheld technology in K-12 classrooms, how handheld devices can be adapted to harness their full potential as ubiquitous devices for teaching and learning, and how digital literacy skills influence and are being influenced by this technology. The ultimate goal of the author is to show that handheld computers have the potential to have a tremendous impact on teaching and learning, given the right context.

Nastava u uslovima pandemije: klasifikacija uticajnih faktora na kvalitet e-nastave i percepciju zadovoljstva

2021 ◽  
Author(s):  
Biljana Đorić ◽  
Keyword(s):  
Distance Learning ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Technical Aspect ◽  
Influential Factors ◽  
Learning Tools ◽  
Learning And Teaching ◽  
E Learning ◽  
Affective Components ◽  
Specificity Of Learning

Education is just one aspect of life that has changed significantly as a result of the Covid 19 pandemic. Teachers around the world, at all levels of education, are facing the challenge of distance learning. Despite the readiness of teachers, students and their digital literacy, changed learning conditions and also other life circumstances, have an impact on the process and outcome of learning and teaching. Therefore, the aim of this paper is identification of the influencing factors in the context of distance learning. The paper presents an overview of the literature of relevant research published during the pandemic which deals with the examination of the quality of teaching and learning in pandemic conditions at different levels of education. Based on the analysis of the papers and the results of the conducted research, an overview and classification of influential factors related to the affective components of learning, as well as cognitive, but also other aspects of learning and teaching is given. The following categories of factors are identified: technical aspect of e-learning; perception of e-learning tools; motivation and cognitive factors, factors related to specificity of learning content, social factors, factors related to skills and readiness; time factor and external factors. Finally, the research and pedagogical implications produced from the literature review are given.

scholarly journals The need to provide students and educators with the tools to cross the digital divide

2021 ◽  
Vol 3 (1) ◽  
pp. 22-23
Author(s):  
Elba Ramirez
Keyword(s):  
Digital Divide ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Educational Institutions ◽  
Learning Tools ◽  
Tertiary Institution ◽  
Aotearoa New Zealand ◽  
Teachers And Students ◽  
Internet Connections

2020 will be remembered as an unprecedented ‘global’ socio-economic and educational crisis. As a lecturer in a tertiary institution in Aotearoa New Zealand, this pandemic has heightened my awareness of inequalities in education and the impacts these have had on students and educators. Educational institutions around the world decided to continue teaching and learning online to ensure physical distancing among students, as if institutions, lecturers/teachers, and students, among others, were prepared for this shift. As a result of this shift, digital poverty and illiteracy are considered for some to have ‘emerged’ from the pandemic (Baker, 2020) failing to recognise the pre-existing digital divide (Ayre, 2020; Holmes & Burgess, 2020; Ouahidi, 2019; Wolstencroft & Zhou, 2020). However, these are problems that governmental and educational institutions have neglected to address until the pandemic rendered these issues unavoidable. Both students and lecturers were affected. For example, many lecturers were unfamiliar with online learning tools and/or strategies for online teaching and/or lacked appropriate devices and/or access to stable internet connections. Similarly, many students struggled with online platforms, such as Blackboard, or did not have access to devices or internet connections. The high demand from both students and lecturers for support from their educational institutions overwhelmed tech support infrastructures, revealing the neglectful assumption that these issues did not already exist (Ayre, 2020; Madianou, 2020; Montacute, 2020; Norris, 2001). As an educator, this year was particularly challenging because it made me reflect on how accessible my teaching practice was, how I could respond to digital poverty and illiteracy, and what gaps remained. Nonetheless, I also learnt many lessons about the amazing possibilities that technology-enhanced education can offer. This conference addresses many of these innovations, which will inspire educators. Learning can undoubtedly be enhanced by technology but this presentation endeavours to start a conversation about what changes are necessary to ensure that all students have access to what they need for their learning to be technologically supported and for lecturers to be able to utilise technological enhancements in their practices. I provide a range of instances from my practice where I tried to address the aforementioned issues and some examples of the limitations I encountered.

Transforming Music Teaching and Learning

2020 ◽  
pp. 102-125
Keyword(s):  
New York ◽  
Music Education ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Music Teaching ◽  
Pedagogical Practice ◽  
The Past ◽  
Creative Learning ◽  
Teacher Researcher ◽  
Teaching Cases

This chapter aims to explore how the author transformed his approach to music teaching based on his pedagogical practice. As a Japanese violinist who performed, researched, and taught children for the past 10 years in New York, New Jersey, and Florida, the author gradually changed his approach to music teaching and learning. By juxtaposing his voice as a violinist, teacher, researcher, the author provides teaching cases representing a transformation of music teaching and learning. The author also uses the voices of parents, other teachers, and music education specialists from Japan and other countries in describing diverse views on teaching and learning by sharing videos of the author's teaching practice and how Japanese caregivers perceive a progressive approach of teaching and children's creative learning that differs from conventional violin methods pervasive in Japan.

Developing and Applying a Critical and Transformative Model to Address ESD in Teacher Education

2010 ◽  
Vol 12 (2) ◽  
pp. 17-26 ◽  
Author(s):  
Nelly Kostoulas-Makrakis
Keyword(s):  
Teacher Education ◽  
Reflective Practice ◽  
Change Process ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Case Study Approach ◽  
Study Approach ◽  
Constructivist Conceptions ◽  
Sustainable Futures

Developing and Applying a Critical and Transformative Model to Address ESD in Teacher EducationA reflective case study approach, including focus interviews, reflective/reflexive journals and analysis of project-based works of 30 pre-service teachers participating in an undergraduate course was employed to investigate the discrepancy between the teachers' constructivist conceptions and the actual practice. The identified discrepancy seemed to be an outcome of the difficulty translating constructivism into teaching practice, but also of the misleading conception of constructivism as a homogeneous philosophy. Through reflective practice, participants were able to deconstruct and reconstruct their theories and practices of teaching in more emancipatory ways addressing issues of education for sustainable development (ESD). This case study helped understand the nature of change process towards teaching and learning for more sustainable futures.

Employing Educational Robotics for the Development of Problem-Based Learning Skills

2019 ◽  
pp. 333-344
Author(s):  
Nikleia Eteokleous
Keyword(s):  
Critical Thinking ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Interdisciplinary Approach ◽  
Student Experiences ◽  
Educational Robotics ◽  
Learning Tools ◽  
Learning Skills ◽  
Study Approach

Robotics activities are related to addressing a problem, and usually problems in authentic, real situations. The students are given a driving question and are requested to solve a “problem.” Having noticed this connection, the current study evaluates the integration of robotics as a tool where the problem-based learning (PBL) method and the interdisciplinary approach are intertwined. Specifically, the pre-programmable floor robots, the BeeBots, were used as cognitive-learning tools in order to examine students' development of problem-based learning skills: creativity-innovation, critical thinking, and collaboration. A case study approach was employed, collecting quantitative (pre- and post-questionnaires) and qualitative data (focus groups). The results revealed positive student experiences and reactions, and enhancement of the critical thinking and creativity-innovation skills.

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