Computer Programming With Pre-K Through First-Grade Students With Intellectual Disabilities

Taylor, Matthew S.

doi:10.1177/0022466918761120

Cited by 41 publications

(51 citation statements)

References 33 publications

(60 reference statements)

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“…There are some studies that explore their possible applications in the three K-12 levels [81] and some linked to more than one, such as [57] for Elementary and Middle school levels [52,79] or for Middle and High School. In the "Not Specified" category, we also have some special cases such as Taylor [105], who analyzes the students with special needs, or Burbaitè et al [22], who consider the application in formal and nonformal learning environments. In this case, it is also possible to consider the impact of the use of PD&R based on the context.…”

Section: Mq5 How Can the Studies Be Classified Depending On The Edmentioning

confidence: 99%

“…In addition, price reduction and the advantages related to the application of PD&R in STEAM Education also facilitate access to STEAM Education in new contexts such as in developing countries such as India [85]. Moreover, this also makes possible access to STEAM Education for minority students [84] and inclusion for several collectives [36,48,87] and for disabled students [105]. Last, but not least, beyond the context or the inclusion of students, PD&R in STEAM Education increases the engagement of collectives traditionally not so attracted with STEAM careers, such as female students [36,70].…”

Section: F I G U R E 5 Distribution Of Authors By Country Of Originmentioning

confidence: 99%

“…Given these facts, the next higher school level after Elementary school would be the Middle school, as it is normal to have more initiatives at this level. It should be pointed out that STEAM Education is not necessarily only applicable in formal environments [22] and that it also could be useful for students with special needs [105].…”

Section: Rq3 Which Are the Emerging Tendencies In The Application mentioning

confidence: 99%

“…Distribution of selected studies for MQ2, MQ3, MQ4, and MQ5 ,24,31,35-37,48,49,52,56-58,61,63,70,73,76,78,81,84,86,87,93,97,103,109,112] Physical devices [10,14,21,38,42,44,51,65,74,90,92,96,102,107] Both [11,20,22,26,30,64,66,79,85,104,105,111] Section C-Methodology PBL[11,14,42,48,51,52,57,76,79,92,93,105,107,112] PrBL[10,11,22,24,30,31,35,36,38,44,56,58,61,64,65,73,74,78,81,84,85,87,90,102,103,107,109,111,112] 29…”

mentioning

confidence: 99%

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Fostering STEAM through challenge‐based learning, robotics, and physical devices: A systematic mapping literature review

Conde-González

Rodríguez‐Sedano

Fernández‐Llamas

et al. 2020

Comp Applic In Engineering

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Nowadays, companies are demanding better‐prepared professionals to succeed in a digital society, and the acquisition of Science, Technology, Engineering, Arts, and Mathematics (STEAM)‐related competencies is a key issue. One of the main problems in this sense is how to integrate STEAM into the current educational curricula. This is not something related to a subject or educational trend but rather to new methodological approaches that can engage students. In this sense, such active methodologies that apply mechatronics and robotics could be an interesting path to pursue. Given this context, the first necessary task in evaluating the potential of this approach is to understand the landscape of the application of robotics and mechatronics in STEAM Education and how active methodologies are applied in this sense. To carry out this analysis in a systematic and replicable manner, it is necessary to follow a methodology. In this case, the researchers employ a systematic mapping review. This paper presents this process and its main findings. Fifty‐four studies have been selected out of 242 total studies analyzed. From these, beyond obtaining a clear vision of the STEAM landscape regarding project topics, we can also conclude that robotics and physical devices have been applied successfully with collaborative methodologies in STEAM Education. Regarding conclusions, this paper shows that robotics and mechatronics applied with active methodologies is to be a good means to engage students in STEAM disciplines and thus aid the acquisition of what is commonly known as “21st‐century skills.”

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Section: Mq5 How Can the Studies Be Classified Depending On The Edmentioning

confidence: 99%

Section: F I G U R E 5 Distribution Of Authors By Country Of Originmentioning

confidence: 99%

Section: Rq3 Which Are the Emerging Tendencies In The Application mentioning

confidence: 99%

mentioning

confidence: 99%

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Fostering STEAM through challenge‐based learning, robotics, and physical devices: A systematic mapping literature review

Conde-González

Rodríguez‐Sedano

Fernández‐Llamas

et al. 2020

Comp Applic In Engineering

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“…We will mention two studies related with DS and computational thinking. Taylor et al [46] presented a single case study to explore the feasibility of teaching basic computer programming skills to early elementary students with Down syndrome. They used evidence-based practices (i.e., explicit instruction), physical manipulatives, and a robot.…”

Section: Ct Robotics and Cognitive Disabilitiesmentioning

confidence: 99%

Computational Thinking and Down Syndrome: An Exploratory Study Using the KIBO Robot

et al. 2019

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Computational thinking and coding are key competencies in the 21st century. People with Down syndrome need to be part of this new literacy. For this reason, in this work, we present an exploratory study carried out with students with Down syndrome with cognitive ages of 3-6 years old using a tangible robot We applied the observational method during the sessions to analyze the participants' emotional states, engagement, and comprehension of the programming sequences. Results show that people with cognitive disabilities can acquire basic programming and computational skills using tangible robots such as KIBO.Informatics 2019, 6, 25 2 of 20 using the fundamental concepts of computing" [9]. The interest in this term continues to grow, as does the number of initiatives to promote its effective introduction in schools [10][11][12][13][14].Coding, programming, and computational thinking constitute a way for people to express and share their ideas [15]. In this sense, these skills can be integrated into almost any class activity, with or without technology, as a new literacy and a new way of thinking, integrated with other parts of the curriculum.Furthermore, educational robotics is a didactic approach that can be integrated into different educational environments [16]. This integration can be done through the use of programmable robotic devices and the application of project-based learning methodologies. The acquisition knowledge process can be improved through research and experimentation [17]. Robots can be used as physical tools for the development of cognitive skills through play, creativity, and the resolution of challenges [8]. Interaction with robots occurs physically when children manipulate the tool itself, play with it, and observe its movements [18]. Robots have appealing features and functions for children that able to maintain children's attention for a longer period of time, improving their performance, their ability to concentrate, and their cognitive flexibility, but it has also been found that a robot alone is not motivational enough [19]. The motivation for the use of the tool emerges from the activity, the problem or challenge to be solved, or from the story that the children represent using the robot [20]. For example, converting a robot into a character with a mission to fulfill or a role to embody engages children in different types of activities, offering them the opportunity to explore the possibilities of the environment [21].If the motivation for children to use a robotic tool is born of the challenge to achieve, it is possible to take advantage of this great opportunity to create learning environments and situations with clear curricular objectives, through which children feel strongly attracted and committed, encouraging their curiosity, creativity, and active participation, and in which they have an opportunity to build their own learning, enriching the experience while gaining digital and computational skills [4]. Furthermore, robots can also be very helpful in the teaching-learning of prog...

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Digital, Block-Based Coding of Robots for Students with Autism Spectrum Disorder

Knight

Wright

2020

Encyclopedia of Autism Spectrum Disorders

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Background. Robotics and computer programming (i.e., coding) are becoming universal in K-12 STEM classrooms. Some educators and experts are calling coding the "new literacy" because every child will need to be literate in coding in order to excel in the twenty-first century (Burke et al. 2016). Participation in robotics and computer coding/programming have shown a wide range of benefits for typically developing children, including increasing student knowledge and participation in the practices of science, engineering, and in problem-solving and team building skills (e.g., Karp and Maloney 2013). Coding (i.e., programming or developing) is the process of instructing a computer, app, phone, or website. Robotics is the field of computer science dedicated to engineering robots. Students might be especially engaged when coding robots because they can use computer programming to interact with physical robots. To code a robot,

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Computer Programming With Pre-K Through First-Grade Students With Intellectual Disabilities

Cited by 41 publications

References 33 publications

Fostering STEAM through challenge‐based learning, robotics, and physical devices: A systematic mapping literature review

Fostering STEAM through challenge‐based learning, robotics, and physical devices: A systematic mapping literature review

Computational Thinking and Down Syndrome: An Exploratory Study Using the KIBO Robot

Digital, Block-Based Coding of Robots for Students with Autism Spectrum Disorder

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