An overview of teacher training programs in educational robotics: characteristics, best practices and recommendations
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An overview of teacher training programs in educational robotics: characteristics, best practices and recommendations Despoina Schina 1
& Vanessa
Esteve-González 1
& Mireia
Usart 1
Received: 25 May 2020 / Accepted: 27 October 2020/ # The Author(s) 2020
Abstract The emergence of Educational Robotics (ER) and its rapid spread across all levels of education in recent years has drawn attention to the need for further training in this discipline. In this study we discuss the panorama of teacher training research in ER and make recommendations for institutions that intend to implement ER teacher training programs. We explore three databases that include publications in ER teacher training and select 38 publications for analysis. We discuss these publications with special emphasis on requirements, durations, trainer and trainee profiles, pedagogical approaches and best practices. Our main findings are the lack of uniformity regarding the duration and requirements of training programs and the fact that information on trainer and trainee profiles is not always documented. ER teacher training programs are often not founded on theory. When they are based on pedagogical principles, however, these are usually constructivism/constructionism, inquiry-based learning or projectbased learning. The most prominent best practices for ER teacher training fall into five categories: collaboration, materials, pedagogy, practice and feedback/support. Our recommendations will help to improve the content, structure and implementation of future ER teacher training programs and the reliability and generalizability of research results and design. Keywords Educational robotics . Teacher training . Improving classroom teaching . Digital
technologies
* Despoina Schina [email protected] Vanessa Esteve-González [email protected] Mireia Usart [email protected] Extended author information available on the last page of the article
Education and Information Technologies
1 Introduction Introducing digital technologies (DT), digital skills and coding into education is not just a recommendation but a requirement established by the European Union with which educational institutions in the EU must comply. According to the report “A Comprehensive European Industrial Policy on Artificial Intelligence and Robotics” (Committee on Industry, Research and Energy 2019), instructional programs must be adapted, new learning paths must be created, and new technologies must be integrated. The report puts special emphasis on developing digital skills, including coding that should be integrated into teaching and teacher training across all educational levels – from preschool education to life-long learning. Educational Robotics (ER) is identified as an educational resource through which objectives associated with the development of digital skills, including coding, can be accomplished. Moreover, ER promotes student engagement and learning in STEM subjects (Science, Technology, Engineering and Mathematics) (Taylor 2016), positively affects students’
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