The enhancement of technology education classroom practice in New Zealand

This paper reports on a number of New Zealand technology education research studies undertaken over seven years by researchers in the Centre for Science and Technology Education Research centred upon examining and enhancing classroom practice. Early classroom research undertaken in 1992-1994 showed that key aspects for teacher development programmes related to teachers’ developing robust concepts of technology and technology education, as well as developing an understanding of technological practice in a variety of contexts. Based on these aspects a national Technology Teacher Development Resource Programme was developed during 1995-1996. This programme included video material of technological practice and classroom practice, accompanying explanatory text and workshop activities. Further research undertaken in 1997 indicated that although teachers developed broader and more consistent concepts about the nature of technology through an examination of technological practice, they experienced difficulties effectively translating this into appropriate classroom strategies for sustaining student learning. The media based resources only took the teachers so far in their understanding of teaching technology. In 1998-2000 a research and intervention programme was undertaken in primary school classrooms aimed towards improving teachers’ understanding of teaching, learning and assessing in technology. A planning framework for assisting teachers to detail student technological learning outcomes in different domains was developed. The articulation of the learning outcomes enhanced teacher knowledges in technology education and assisted teachers’ formative interactions and summative assessment practices. Subsequently student learning was enhanced

Using Artificial Intelligence to Circumvent the Teacher Shortage in Special Education: A Phenomenological Investigation

The purpose of this hermeneutic phenomenological research study was to understand district technology leaders’ receptivity to employing artificial co-teachers, based on their lived experiences with Artificial Intelligence (AI). Facing a problematic teacher shortage in special education, the Jade County School District was not readily employing available AI technologies such as IBM’s WATSON and MIT Media Lab’s TEGA, to aide in filling the instructional voids caused by special education teacher attrition. Veblen’s theory of technological determinism provided the necessary framework for this study, which focused on how district technology leaders described their willingness or apprehension to employ autonomous machines to independently instruct students with disabilities in the classroom. This research study was carried out in a large public-school district with a high number of special education teacher vacancies. Purposeful sampling was used to recruit 11 district-level technology leaders who were responsible for developing and sharing a vision for how new technology could be employed to support the needs of students. The principal researcher applied hermeneutic phenomenology to interpret data from photo-elicitations, audio-recorded focus groups, and individual interviews

The Big Why of Implementing Computational Thinking In STEM Education: A Systematic Literature Review

Computational Thinking (CT) has been increasingly embraced as a reformation in STEM education. This paper discusses why the implementation of CT would have a considerable effect on STEM education. The first objective of this systematic literature review is to identify the subjects that incorporate the most elements of CT in STEM education. Secondly, it aims to provide an overview of CT practices in the classrooms. Finally, the major findings of this study seek to discuss the benefits and challenges of the use of CT in STEM education. Fifteen articles were methodically selected from Scopus, Web of Science, Dimensions, and Google Scholar databases as the relevant studies to be discussed in this systematic study, based on the PRISMA Statement (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) review technique. This review identifies current research gaps and directions for the practice and implementation of CT in STEM education. Further analysis of the articles has contributed to a conclusion that CT has become more widespread and multi-disciplinary and seems to have propagated improvements in STEM education. Still, a new study is required, especially on long-term implications

Methodology to evaluate transversal competences in the master's degree in industrial engineering based on a system of rubrics and indicators

[EN] This paper presents a methodology to evaluate transversal competences in the context of the subject “Design and application of industrial equipment” in the Master's Degree in Industrial Engineering at Universitat Politècnica de València (Spain). The competency-based education implies several activities, such as a project-based learning that must be eventually defended in public by students in groups. Evidence of learning is collected based on a well-defined system of rubrics and indicators, which are known in advance by students. We have observed that the use of such techniques improves the students learning on the contents of the subject, allows to acquire the transversal competences related to the analysis and problem solving, and enhances the ability to understand concepts intuitively. Moreover, results clearly show a positive influence on the use of such tools for improving the professional and ethical commitment to the issues raised.Llopis-Albert, C.; Rubio, F. (2021). Methodology to evaluate transversal competences in the master's degree in industrial engineering based on a system of rubrics and indicators. Multidisciplinary Journal for Education, Social and Technological Sciences. 8(1):30-44. https://doi.org/10.4995/muse.2021.15244OJS304481Eberle, B. (1996). Scamper: Games for Imagination Development. Prufrock Press Inc. ISBN 978-1-882664-24-5.Llopis-Albert, C., Rubio, F., Valero, F. (2015). Improving productivity using a multi-objective optimization of robotic trajectory planning. Journal of Business Research, 68 (7), 1429-1431. https://doi.org/10.1016/j.jbusres.2015.01.027Llopis-Albert, C., Rubio, F., Valero, F. (2018). Optimization approaches for robot trajectory planning. Multidisciplinary Journal for Education, Social and Technological Sciences, 5(1), 1-16. https://doi.org/10.4995/muse.2018.9867Llopis-Albert, C., Rubio, F., Valero, F. (2019). Fuzzy-set qualitative comparative analysis applied to the design of a network flow of automated guided vehicles for improving business productivity. Journal of Business Research, 101, 737-742. https://doi.org/10.1016/j.jbusres.2018.12.076Llopis-Albert, C., Rubio, F., Valero, F., Liao, H., Zeng, S. (2019a). Stochastic inverse finite element modeling for characterization of heterogeneous material properties. Materials Research Express, 6(11), 115806. https://doi.org/10.1088/2053-1591/ab4c72Llopis-Albert, C., Valero, F., Mata, V., Pulloquinga, J.L., Zamora-Ortiz, P., Escarabajal, R.J. (2020). Optimal Reconfiguration of a Parallel Robot for Forward Singularities Avoidance in Rehabilitation Therapies. A Comparison via Different Optimization Methods. Sustainability, 12(14), 5803. https://doi.org/10.3390/su12145803Llopis-Albert, C., Valero, F., Mata, V., Zamora-Ortiz, P., Escarabajal, R.J., Pulloquinga, J.L. (2020a). Optimal Reconfiguration of a Limited Parallel Robot for Forward Singularities Avoidance. Multidisciplinary Journal for Education, Social and Technological Sciences, 7(1), 113-127. https://doi.org/10.4995/muse.2020.13352Rubio, F., Llopis-Albert, C., Valero, F., Suñer, J.L. (2015). Assembly Line Productivity Assessment by Comparing Optimization-Simulation Algorithms of Trajectory Planning for Industrial Robots. Mathematical Problems in Engineering, 10 pages. Article ID 931048. https://doi.org/10.1155/2015/931048Rubio, F., Llopis-Albert, C., Valero, F., & Suñer, J. L. (2016). Industrial robot efficient trajectory generation without collision through the evolution of the optimal trajectory. Robotics and Autonomous Systems, 86, 106-112. https://doi.org/10.1016/j.robot.2016.09.008Rubio, F., Llopis-Albert, C. (2019). Viability of using wind turbines for electricity generation in electric vehicles. Multidisciplinary Journal for Education, Social and Technological Sciences, 6(1), 115-126. https://doi.org/10.4995/muse.2019.11743Rubio, F., Valero, F., & Llopis-Albert, C. (2019a). A review of mobile robots: Concepts, methods, theoretical framework, and applications. International Journal of Advanced Robotic Systems, 16(2), 172988141983959. https://doi.org/10.1177/1729881419839596Rubio, F., Llopis-Albert, C., Valero, F., Besa, A.J. (2020). Sustainability and optimization in the automotive sector for adaptation to government vehicle pollutant emission regulations. Journal of Business Research 112, 561-566. https://doi.org/10.1016/j.jbusres.2019.10.050UPV, 2020. Proyecto institucional competencias transversales. Universitat Politècnica de València (UPV). Valencia. Spain. https://www.upv.es/entidades/ICE/info/Proyecto_Institucional_CT.pdfValero, F., Rubio, F., Llopis-Albert, C., Cuadrado, J.I. (2017). Influence of the Friction Coefficient on the Trajectory Performance for a Car-Like Robot. Mathematical Problems in Engineering, 9 pages. Article ID 4562647. https://doi.org/10.1155/2017/4562647Valero, F., Rubio, F., Llopis-Albert, C. (2019). Assessment of the Effect of Energy Consumption on Trajectory Improvement for a Car-like Robot. Robotica, 37(11), 1998-2009. https://doi.org/10.1017/S0263574719000407Valero, F., Rubio, F., Besa, A.J. (2019a). Efficient trajectory of a car-like mobile robot. Industrial Robot: the international journal of robotics research and application, 46(2), 211-222. https://doi.org/10.1108/IR-10-2018-021

Educational Robotics and Computational Thinking in Elementary School Students

This study examined the role of educational robotics in fostering computational thinking in elementary settings, both in classrooms and extracurricular programs. Among growing concerns over K–12 students’ computational thinking deficits, the research evaluated the impact of Lego EV3 and VEX IQ platforms. Data was sourced from lesson plans, student work surveys, and teacher interviews and then subjected to thematic analysis using a qualitative approach. The participants were Texas educators engaged in robotics instruction, even though specific robotics statistics are absent in the Texas Education Agency. Instructional strategies varied from hands-on experiences to translating mathematical concepts into robotic actions. A key finding was robotics’ role in advancing computational and critical thinking skills. Teachers believed that robotics went beyond a mere science, technology, engineering, and mathematics introduction, promoting advanced computational thinking and linking creativity to real-world application. Robotics challenges were seen to enhance students’ computational and critical thinking capabilities. The study drew from constructionism theory, which promotes learning through action and knowledge creation. In conclusion, educational robotics, reinforced by constructionism, is essential for equipping students for a technologically advanced future. Early exposure to robotics equips elementary students with vital 21st-century skills, enhancing their science, technology, engineering, and mathematics preparedness

Train the robotic trainers methodology

This work reflects the importance of a methodology for robotic train the trainer’s education program, through the aspects of teaching pedagogy, technology and the basic principles of robotics. To achieve this, a methodology is included that contains a sequence of educational processes and applications focused on modern training techniques. Learners are invited to attend a theoretical background of the program for two days (first weekend) with traditional training methods, and then for four weeks using e-learning techniques they study the material, interact with the teacher and submit their work for evaluation. Afterwards in the second weekend, the training is completed and the trainees are closing the program with a micro teaching example. Upon completion of the program, each trainee completes a short questionnaire from which his / her motivation to participate and his / her satisfaction from his / her participation arise. In the course of the survey, 85 trainees participated, and from the questionnaire\u27s work, the overwhelming majority is very satisfied, which highlights this methodology and determines it to be fully operational, reliable and efficient. (DIPF/Orig.

Decoding learning: the proof, promise and potential of digital education

With hundreds of millions of pounds spent on digital technology for education every year – from interactive whiteboards to the rise of one–to–one tablet computers – every new technology seems to offer unlimited promise to learning. many sectors have benefitted immensely from harnessing innovative uses of technology. cloud computing, mobile communications and internet applications have changed the way manufacturing, finance, business services, the media and retailers operate. But key questions remain in education: has the range of technologies helped improve learners’ experiences and the standards they achieve? or is this investment just languishing as kit in the cupboard? and what more can decision makers, schools, teachers, parents and the technology industry do to ensure the full potential of innovative technology is exploited? There is no doubt that digital technologies have had a profound impact upon the management of learning. institutions can now recruit, register, monitor, and report on students with a new economy, efficiency, and (sometimes) creativity. yet, evidence of digital technologies producing real transformation in learning and teaching remains elusive. The education sector has invested heavily in digital technology; but this investment has not yet resulted in the radical improvements to learning experiences and educational attainment. in 2011, the Review of Education Capital found that maintained schools spent £487 million on icT equipment and services in 2009-2010. 1 since then, the education system has entered a state of flux with changes to the curriculum, shifts in funding, and increasing school autonomy. While ring-fenced funding for icT equipment and services has since ceased, a survey of 1,317 schools in July 2012 by the british educational suppliers association found they were assigning an increasing amount of their budget to technology. With greater freedom and enthusiasm towards technology in education, schools and teachers have become more discerning and are beginning to demand more evidence to justify their spending and strategies. This is both a challenge and an opportunity as it puts schools in greater charge of their spending and use of technolog

Curriculum –Releasing Maths Anxiety with the Use of Robotics

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