Educational Robotics for Communication, Collaboration and Digital Fluency

Gueorguiev, Ivaylo; Todorova, Christina; Varbanov, Pavel; Sharkov, Petar; Sharkov, George; Girvan, Carina; Yiannoutsou, Nikoleta; Grizioti, Marianthi

doi:10.1007/978-3-319-62875-2_10

Cited by 3 publications

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“…Educational robotics (ER) has gained interest in the last years because ER is seen as a valuable didactic tool to prepare pupils for a digital society and provide them with the necessary skills that an active citizenship requires (Alimisis, 2013). Different studies highlighted how ER can promote the acquisition of such skills such as computational thinking (CT) and digital literacy in general (Atmatzidou and Demetriadis, 2016) as well as to enhance transversal competences such as problem-solving (Gratani et al, 2021), creativity (Yang et al, 2020), communication (Nelson, 2012), and collaboration (Gueorguiev et al, 2018). There have been several attempts worldwide to promote ER in schools (Kyriazopoulos et al, 2021).…”

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confidence: 99%

Editorial: Educational robotics as a tool to foster 21st century skills

et al. 2023

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confidence: 99%

Editorial: Educational robotics as a tool to foster 21st century skills

et al. 2023

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“…ER is considered a powerful tool, not only for teaching and learning programing, but also for enhancing soft and transversal skills, such as problem-solving (Turner and Hill, 2007;Castledine and Chalmers, 2011;), metacognition (La Paglia et al, 2018, divergent thinking (Leroy et al, 2021), creativity (Yang et al, 2020;Badeleh, 2021), and collaboration (Gueorguiev et al, 2018).…”

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confidence: 99%

Towards 2030. Enhancing 21st century skills through educational robotics

Gratani

Giannandrea

2022

Front. Educ.

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Recent technological advances require new learning and teaching methods and a reform of traditional school curricula to promote STEM and 21st-century skills. Educational robotics is considered a powerful tool, not only to learn programing, but also to enhance soft and transversal skills, such as problem-solving, metacognition, divergent thinking, creativity, and collaboration. This contribution presents a one-year research project aimed at integrating maker education and educational robotics into the primary and lower secondary school curriculum. The project is developed through a multidisciplinary and longitudinal approach and adopts the Design-Based Implementation Research methodology. It involved 50 fourth and fifth grade Italian students until the following school year. As an integrating background theme, we chose the 17 Goals outlined by the UN in the 2030 Agenda. Each selected goal was addressed by solving challenges in groups. Educational robotics became a tool for learning many concepts, such as renewable energies, human body systems or states of matter, but especially for working on creativity and ability to design, build, collaborate, and revise. We investigated students’ attitude toward STEM and 21st-century skills and their perceived school self-efficacy administrating two questionnaires pre and post the two parts of the project. This paper discusses findings on students’ attitude toward 21st-century skills. In the post analyzes of both Part 1 and 2, this field showed the highest scores compared to STEM fields. The pre-post data show an improvement in organizational, interpersonal, and leadership skills from Part 1, but also a gradual increase in personal and management skills.

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El concepto de fluidez digital

Canchola-González

Morales

2020

Texto Livre

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La rápida evolución de las tecnologías digitales han desafiado la pertinencia conceptual de algunos términos, como la alfabetización digital y la fluidez digital, usados en la literatura científica para referirse a ciertas capacidades o habilidades que deben poseer los usuarios para vivir en un mundo digitalizado. Sin embargo, las diferentes aproximaciones conceptuales propuestas por los investigadores en los últimos años han provocado cierta confusión y un uso indistinto de éstas. Por lo tanto, el objetivo general del presente estudio es identificar las diferentes y más recientes aproximaciones conceptuales del término fluidez digital, además de conocer algunos aspectos del perfil de los autores y las características relevantes de los estudios. También, se intenta evidenciar las diferencias conceptuales entre el término fluidez digital y alfabetización digital, específicamente en relación con las palabras clave que constituyen dichas definiciones. El método empleado es una revisión sistemática de literatura, que comprende artículos científicos y ponencias publicadas entre el 2010 y 2020, escritas en idioma español o inglés, indexados en Scopus, Web of Science, EBSCO y ERIC. Los hallazgos muestran que el concepto de fluidez digital va más allá de los aspectos procedimentales relacionados con la tecnología, que describe el concepto de alfabetización digital, ya que los autores indican que la fluidez digital comprende otras capacidades como el pensamiento crítico, la resolución de problemas y la creatividad en el uso de la tecnología.

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Educational Robotics for Communication, Collaboration and Digital Fluency

Cited by 3 publications

References 3 publications

Editorial: Educational robotics as a tool to foster 21st century skills

Editorial: Educational robotics as a tool to foster 21st century skills

Towards 2030. Enhancing 21st century skills through educational robotics

El concepto de fluidez digital

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