An Innovative Professional Development Model for Teaching Robotics to Novice Educators

Choate, Bryan; Dubosarsky, Mia; Chen, Katherine

doi:10.1109/fie.2018.8658771

Cited by 5 publications

(5 citation statements)

References 6 publications

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“…Only four papers can be assigned to the opposite approach, focusing on the isolated teaching of skills. Although technical tools and apps can also play a substantial role in this group, for example, two papers rely on independent units in workshops or block programs (Rusu, 2015;Choate et al, 2018). They show that it can be relevant whether these technical tools should transport competencies themselves or-as in the case of these two papers-teachers should be empowered to develop or use other competencies.…”

Section: The Perspective Of Sustainability: Curricular or Integrated?mentioning

confidence: 99%

“…The majority emphasizes practical examples or interventions. On the one hand, there are isolated compact courses where K12 teachers are introduced to informatics competencies such as CT within 5 days using robotics courses (Choate et al, 2018). To increase the practical part, this paper explicitly emphasizes the challenging character with a special view of student competitions.…”

Section: Theoretical or Practical Approach?mentioning

confidence: 99%

“…1 Early childhood (primary) Kong and Lao, 2017;Kusmin et al, 2017;diSessa, 2018;Ehsan et al, 2018;Citta et al, 2019;Miller, 2019;Ciftci and Topcu, 2022 7 2 K-12 (secondary) Kline et al, 2014;Rusu, 2015;Delistavrou and Kameas, 2017;Choate et al, 2018;Ioannou and Makridou, 2018;Dickes et al, 2020;Fidai et al, 2020;Irgens et al, 2020;Lee et al, 2020 9 3 Apps/Tools/Robotics Kline et al, 2014;Rusu, 2015;Kong and Lao, 2017;Choate et al, 2018;Xu et al, 2019;Conde et al, 2020;Dickes et al, 2020;Fidai et al, 2020;Juskeviciene et Finally, it can be positive to alternate between deductive and inductive phases regarding informatics competencies in order to allow for a stronger linkage. For example, the teacher can teach digital measurement in the beginning, with time discretization already implicitly integrated.…”

Section: Item No Item Category References Numbermentioning

confidence: 99%

“…As we have already mentioned in some places, apps, platforms, robots, or other technical or digital aids and tools play an ambivalent role: On the one hand, it is often only the use of such tools that enables effective treatment of informatics competencies such (Kong and Lao, 2017;Choate et al, 2018)especially in scientific contexts. In doing so, both teachers and students ideally become reflective experts and creators.…”

Section: The Ambivalence Of Apps and Toolsmentioning

confidence: 99%

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Computational literacy in science education–A systematic review

Braun

Huwer

2022

Front. Educ.

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Computational literacy is one of the 21st century skills–students must therefore acquire the appropriate competencies in computer science to meet the demands of 21st century society. To achieve this, teachers must be adequately trained. Furthermore, this also means that introductory computer science education concepts must also be integrated into the training of (pre-service) science teachers and anchored in the curriculum. This is particularly important because many scientific professions or research can no longer be done without basic computer knowledge and computational literacy. The central approach to educating future teachers is the university course of study. This paper aims to systematically provide an insight into which scientifically relevant publications address this issue. The essential criterion in this review is the restriction on science education or more general science, technology, engineering, and mathematics (STEM) education in schools or universities. Equally important is the specification that computational literacy (informatics competencies, information literacy, computer literacy, or computational thinking) are purposefully taught or trained. Only publications in the Web of Science database were included for quality assurance. This paper investigates to what extent scientifically valid research or knowledge is available at this junction, i.e., computational literacy in science education. Thereby, we distinguish between different approaches, such as effect studies on individual aspects, isolated practical contributions with a pronounced trial-and-error character, or systematic or model-based considerations in quantitative and qualitative studies. The results show common aspects, prominent trends, and promising approaches. However, possibly existing (subject-) didactic concerns should be considered in more detail and the dual perspective role of the students as future teachers. In addition to learning basic computer skills, the ability to teach them is also essential so that the scientific education of the students can benefit from them to the required extent.

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Section: The Perspective Of Sustainability: Curricular or Integrated?mentioning

confidence: 99%

Section: Theoretical or Practical Approach?mentioning

confidence: 99%

Section: Item No Item Category References Numbermentioning

confidence: 99%

Section: The Ambivalence Of Apps and Toolsmentioning

confidence: 99%

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Computational literacy in science education–A systematic review

Braun

Huwer

2022

Front. Educ.

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“…A train-the-trainer and certification concept was applied by the Roberta Initiative [13], but it specifically focused on raising young women's interest in technology. Using robots as educational tool (also referred to as educational robotics) and introducing selected robotics topics mostly at a beginner level has become a widespread approach in recent years [4,8,16,56].…”

Section: Related Literaturementioning

confidence: 99%

EDLRIS: A European Driving License for Robots and Intelligent Systems

Kandlhofer¹,

Steinbauer

Lassnig

et al. 2021

Künstl Intell

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This article presents a novel educational project aiming at the development and implementation of a professional, standardized, internationally accepted system for training and certifying teachers, school students and young people in Artificial Intelligence (AI) and Robotics. In recent years, AI and Robotics have become major topics with a huge impact not only on our everyday life but also on the working environment. Hence, sound knowledge about principles and concepts of AI and Robotics are key skills for this century. Nonetheless, hardly any systematic approaches exist that focus on teaching principles of intelligent systems at K-12 level, addressing students as well as teachers who act as multipliers. In order to meet this challenge, the European Driving License for Robots and Intelligent Systems—EDLRIS was developed. It is based on a number of previously implemented and evaluated projects and comprises teaching curricula and training modules for AI and Robotics, following a competency-based, blended learning approach. Additionally, a certification system proves peoples’ acquired competencies. After developing the training and certification system, the first 32 trainer and trainee courses with a total of 445 participants have been implemented and evaluated. By applying this innovative approach—a standardized and widely recognized training and certification system for AI and Robotics at K-12 level for both high school teachers and students—we envision to foster AI/Robotics literacy on a broad basis.

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