Effective principal leadership influencing technology innovation in the classroom

Keane, Therese; Bodén, Marie; Chalmers, Christina; Williams, Monica

doi:10.1007/s10639-020-10217-0

Cited by 13 publications

(10 citation statements)

References 26 publications

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“…The findings from this multiple case study indicate that humanoid robots have a positive impact on students' learning and suggest that the humanoid robots may be useful for learning and teaching purposes across a range of school settings (Keane et al, 2020). The teachers reported on the value of using humanoid robots in the classroom, the pedagogical practices that were adopted when the humanoid robot was used, and…”

Section: Resultsmentioning

confidence: 85%

“…The findings show that the teachers used the robot as a tool to enhance the curriculum and valued the use of the robot to engage students with various activities (Keane et al, 2020). The teachers reported that they had underestimated the depth of relationship the students would develop with the humanoid robot and that student engagement was maintained even as the students quickly realized they were able to manipulate and control the robot.…”

Section: Discussionmentioning

confidence: 98%

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Humanoid robots go to school

et al. 2022

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Humanoid robots are being used in some schools, however, research on the use of these robots is relatively new. In this three-year study, humanoid robots were deployed in 10 schools, involving 29 teachers across early childhood to Year 10. This study aimed to ascertain teachers’ perceptions of the benefits and challenges, the pedagogical practices that helped with student engagement, and where the robots fitted in the curriculum. Through multiple case studies, teachers’ views were explored and results from the study supports the deployment of humanoid robots. The study advocates a constructivist inquiry approach to using humanoid robots across the curriculum.

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Section: Resultsmentioning

confidence: 85%

Section: Discussionmentioning

confidence: 98%

Humanoid robots go to school

et al. 2022

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“…Efficient implementation of ICT depends on the support teachers receive from the head teacher, including in the form of providing opportunities for professional development [36,37]. The leadership role of the head teacher in driving technological change in the school is expressed in four activities [38]. First are building a vision and setting directions of development and understanding teachers and helping them develop the knowledge and skills needed to achieve the set goals.…”

Section: Theoretical Framework and Research Overviewmentioning

confidence: 99%

“…Next is redesigning the organisation, i.e., building a culture of collaboration, as well as relationships with parents and the local community, etc. Last is managing the teaching and learning programme, i.e., providing teaching support for teachers, monitoring the school's activity and removing barriers to teachers' focus on achieving educational outcomes [38].…”

Section: Theoretical Framework and Research Overviewmentioning

confidence: 99%

Digitalisation of Schools from the Perspective of Teachers’ Opinions and Experiences: The Frequency of ICT Use in Education, Attitudes towards New Media, and Support from Management

2022

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The digitalisation of education has become an irreversible process, and Poland is no exception. However, the issue of ICT usage in education raises many concerns and controversies, posing numerous methodological challenges at the same time. In the interpretation of our research, one of the most frequently used and validated models in empirical research—the Unified Theory of Technology Acceptance and Use (UTAUT) model—was used. The aim of the research was to show the frequency of use of popular hardware, software and websites among teachers from Poland (in the Silesia Province) and finding answers to the questions pertaining to the main determinants of digital teaching aids. The frequency of ICT use in education was juxtaposed with the attitudes towards new media in the school environment as well as with the support of managers in that area. Quantitative research was conducted on a sample of N = 258 in 2020. A questionnaire in the form of a digital diagnostic survey was used to collect data. Based on the data collected, it was noted that: (1) Teachers use virtual systems (eRegisters) and interactive whiteboards most often, while educational podcasts and software for learning foreign languages are used least often; (2) approximately 40% of teachers use ICT often or very often in their school teaching; (3) in public schools, digital teaching aids are used slightly more often than in non-public institutions; (4) teachers are consistent in their use of digital teaching aids, so the individuals experimenting with and implementing ICT at school do so regardless of the type of software and hardware; (5) active support from school head teachers strengthens the frequency of ICT use in education; and (6) in schools where the use of smartphones by students is prohibited, the frequency of ICT use in education is at a lower level.

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“…Humanoid robots can play the role of a catalyst and can assist students to develop contemporary fluencies including, but not limited to, computational thinking and coding skills as well as language learning (Keane et al, 2016;Keane et al, 2019). According to Keane et al (2020), the successful implementation of emerging technology in education requires cognizance of the principals of investment on the part of those carrying out the implementation. These invested principles encourage an active community of practice (CoP) and have the capacity to empower, support, and create trust between school staff during the implementation process of humanoid robot technology which, in turn, may allow teachers and the school leaders to feel more confident about the integration of the technology into their system.…”

Section: Literature Reviewmentioning

confidence: 99%

Examining the Use of Robots as Teacher Assistants in UAE Classrooms: Teacher and Student Perspectives

Alhashmi¹,

Mubin

Baroud³

2021

JITE:Research

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Aim/Purpose: This study sought to understand the views of both teachers and students on the usage of humanoid robots as teaching assistants in a specifically Arab context. Background: Social robots have in recent times penetrated the educational space. Although prevalent in Asia and some Western regions, the uptake, perception and acceptance of educational robots in the Arab or Emirati region is not known. Methodology: A total of 20 children and 5 teachers were randomly selected to comprise the sample for this study, which was a qualitative exploration executed using focus groups after an NAO robot (pronounced now) was deployed in their school for a day of revision sessions. Contribution: Where other papers on this topic have largely been based in other countries, this paper, to our knowledge, is the first to examine the potential for the integration of educational robots in the Arab context. Findings: The students were generally appreciative of the incorporation of humanoid robots as co-teachers, whereas the teachers were more circumspect, expressing some concerns and noting a desire to better streamline the process of bringing robots to the classroom. Recommendations for Practitioners: We found that the malleability of the robot’s voice played a pivotal role in the acceptability of the robot, and that generally students did well in smaller groups with the robot; teachers expressed concern that the children would become easily distracted should too many children be privy to one robot. Recommendation for Researchers: Our results provide valuable recommendations for researchers in the area. We believe, there needs to be continued efforts in devising suitable methodological assessment tools to evaluate student and teacher attitudes in the classroom particularly in the Arab world. We also advise researchers to focus on providing adaptive behavior in the context of educational robots. There are different distinct areas that need further clarifications and study based on our review. Impact on Society: On a wider scale, the findings of this paper have a huge implication for the educational technology as the integration of robotics in education is one of the emerging trends in the area, particularly in the UAE. This study allows to answer questions related to attitudes and perceptions of both teachers and students toward educational robots in the UAE. Future Research: Possible avenues of research in the area include focusing on the adaptive and natural behavior of robots in disciplines other than Mathematics as a means of successfully integrating robots in the classroom.

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Effective principal leadership influencing technology innovation in the classroom

Cited by 13 publications

References 26 publications

Humanoid robots go to school

Humanoid robots go to school

Digitalisation of Schools from the Perspective of Teachers’ Opinions and Experiences: The Frequency of ICT Use in Education, Attitudes towards New Media, and Support from Management

Examining the Use of Robots as Teacher Assistants in UAE Classrooms: Teacher and Student Perspectives

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