Overview of technologies for building robots in the classroom

This paper aims to give an overview of technologies that can be used to implement robotics within an educational context. We discuss complete robotics systems as well as projects that implement only certain elements of a robotics system, such as electronics, hardware, or software. We believe that Maker Movement and DIY trends offers many new opportunities for teaching and feel that they will become much more prominent in the future. Products and projects discussed in this paper are: Mindstorms, Vex, Arduino, Dwengo, Raspberry Pi, MakeBlock, OpenBeam, BitBeam, Scratch, Blockly and ArduBlock

Toward future 'mixed reality' learning spaces for STEAM education

Digital technology is becoming more integrated and part of modern society. As this begins to happen, technologies including augmented reality, virtual reality, 3d printing and user supplied mobile devices (collectively referred to as mixed reality) are often being touted as likely to become more a part of the classroom and learning environment. In the discipline areas of STEAM education, experts are expected to be at the forefront of technology and how it might fit into their classroom. This is especially important because increasingly, educators are finding themselves surrounded by new learners that expect to be engaged with participatory, interactive, sensory-rich, experimental activities with greater opportunities for student input and creativity. This paper will explore learner and academic perspectives on mixed reality case studies in 3d spatial design (multimedia and architecture), paramedic science and information technology, through the use of existing data as well as additional one-on-one interviews around the use of mixed reality in the classroom. Results show that mixed reality can provide engagement, critical thinking and problem solving benefits for students in line with this new generation of learners, but also demonstrates that more work needs to be done to refine mixed reality solutions for the classroom

The barriers and challenges to successful implementation of STEM education in Ukraine

he problem of effective realization of a new interdisciplinary educational approach – STEM education (Science, Technology, Education, and Math) in the Ukrainian education system is studied in the article. The discussed aspects are: defi nition, goals and promises of STEM education, legal framework of STEM education in Ukraine. The author addresses the barriers and challenges to effective implementation of STEM education in Ukraine. The research draws upon mainly primary national and international sources in the area of the STEM education including Ukrainian legislative base. The implementation of STEM initiative in Ukrainian educational system is a good opportunity to train the future employees with strong scientifi c, computer and mathematical backgrounds to succeed at the global job market in high-tech area

Stem in childhood education: a literature review

Scientific research has followed the impact of the use of more active and participatory methodologies in the teaching and learning process. Among these methodologies, the STEM (Science, Technology, Engineering, and Mathematics) approach has shown high efficacy when used in the daily lives of children and young people. Considering this the Project "Oleachain: Skills for sustainability and innovation in the value chain of traditional olive groves in the Interior of the North of Portugal", was designed, under the responsibility of the Polytechnic Institute of Bragança and developed through its research centers (CeDRI, CIMO, UNIAG, and CIEB), in close liaison with organizations, associations, schools, and producers. This project arose from the need to value traditional olive groves, olive and olive oil and is realized in different dimensions. In this sense, CIEB is committed to working on sustainability and the STEM approach among children in primary schools and kindergartens in the region, promoting teaching and learning experiences that lead to a clear understanding of the processes, scientific, technological, technical, and mathematical in the production of olive oil, from planting to the sale of olive oil and its by-products. This study aims to analyze the approaches of this approach, trying to understand what kind of work is developed in the context of childhood education and basic education, which profile reveals teachers who use this type of approach and what learning and involvement results, the children demonstrate. This is a systematic review of the literature for data collection and content analysis for their interpretation. The investigative process followed the following steps: (i) search databases by keywords; (ii) selection of relevant articles; (iii) reading the texts, organizing them in a diachronic way; (iv) elaboration of categories of analysis; (v) textual elaboration, performing the intersection between pedagogy based on rights and participation. The data point to the importance of educators and teachers revealing positive attitudes and favorable to the need for interdisciplinarity in the work developed with their children, establishing relationships of collaboration and partnership with other educators and teachers, and rethinking their strategies and actions in the classroom.This work has been supported by FCT - Fundação para a Ciência e Tecnologia within the Project Scope: UIDB/05777/2020. This work was carried out under the Project “OleaChain: Competências para a sustentabilidade e inovação da cadeia de valor do olival tradicional no Norte Interior de Portugal” (NORTE-06-3559-FSE- 000188), an operation to hire highly qualified human resources, funded by NORTE 2020 through the European Social Fund (ESF).info:eu-repo/semantics/publishedVersio

The Need to Integrate Computer Science

This school improvement plan outlines a detailed three-year strategy designed to integrate computer science into the K-5 curriculum. Emphasizing a comprehensive approach, the action plan employs a multi-tiered strategy combining a standalone curriculum with embedded activities. Drawing insights from successful educational practices and leveraging resources, the plan strategically aligns the curriculum with CSTA standards while fostering hands-on learning experiences at various grade levels. The timeline features foundational teacher training, curriculum integration, community engagement events, and consistent assessment processes. The plan aims to create an environment where both students and educators actively participate in the dynamic landscape of computer science education. By using a phased approach, this blueprint offers a comprehensive understanding of computer science concepts, equipping students for success in a technology-driven world. The plan acknowledges the importance of monitoring potential barriers and challenges to ensure effectiveness in the integration process

An Initial Look at Robotics-based Initiatives to Engage Girls in Engineering

Over the past 10 years, the use of robotic kits in K-12 Science, Technology, Engineering, and Math (STEM) initiatives as well as undergraduate engineering education has increased significantly. However, a survey of students in grades 9–12 indicated that only 2–3% of women in high school express an intention to study engineering; conversely, 16% of high school men declared that they plan to pursue an engineering degree [1]. In this paper, the authors present an initial review of published literature regarding the use of robotics in schools to identify cases where robotic kits have been used to engage girls in STEM learning and to discuss how robotics has been used or could be used to positively influence outcomes of girls’ knowledge, interests, self-efficacy, and attitudes related to careers in engineering

Teacher training on Educational Robotics: a systematic review

3noopenThis study systematically reviews the literature concerning structured training experiences with Educational Robotics (ER) by in-service teachers (ISTs) and pre-service teachers (PSTs). The sixteen papers selected highlight the relevance of these courses in order to update professional identity and to support professional development (PD) beginning with undergraduate education. Through these training sessions, both ISTs and PSTs adapted and integrated their knowledge about robotics and the pedagogy behind it, coming to understand the benefits that new technologies can offer. Therefore, they built a positive attitude towards ER and enhanced their self-efficacy. This enables teachers to properly integrate ER in the classroom, using a more conscious and less obsolete methodology. Consequently, they become, together with their students, active co- designers of the educational process. Finally, improvements in teaching methods and contents will significantly impact on the learning process, especially in terms of motivation and inclusion.openGiannandrea, L.; Gratani, F.; Renieri, A.Giannandrea, L.; Gratani, F.; Renieri, A

Curriculum –Releasing Maths Anxiety with the Use of Robotics

info:eu-repo/semantics/publishedVersio