The Significance of Training Student-Teacher Lecturers in Pedagogical Robotic and Coding Skills
Keywords:
Robotics; Coding; Pedagogical Robotics Skills; Student-Teacher Lecturers; Activity Theory; Educational Robotics; Pedagogical Robotics
Abstract
The development of students' robotics and coding skills is globally emphasised to encourage employment creation for the future. Future generations need digital, creative thinking, problem-solving and entrepreneurial skills for their careers. Therefore, effective training of lecturers who are teaching student teachers robotics and coding is important to ensure the development of required skills. A training session was held to establish student-teacher lecturers' (n=20) perceptions about the significance of teaching and learning robotic and coding skills. Participants were purposefully selected from a University of Technology and engaged in a training session on the fundamentals of robotics and coding skills. Before and after the training sessions data was collected and qualitatively analysed based on activity theory as a theoretical framework for this study. The results showed that student-teacher lecturers did have sufficient prior knowledge of what robotics and coding entail. It was also found that coding and robotic skills could contribute to the development of creative, inventive, imaginative, and analytical thinking skills that could assist students in their future careers. The significance of robotics and coding training could allow lecturers to gain more resources and improve teaching and learning strategies specifically in the fourth industrial era where knowledge of robotics and coding is essential. It can be concluded that lecturers must comprehend the significance of educational robotics (ER) and be aware of the most effective pedagogical approaches to apply ER activities in the classroom.
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Aldemir, J., Reid-Griffin, A., Moody, A., Barreto, D., & Sidbury, C. (2021). Robotics professional development. Journal on School Educational Technology, 16(4), 1-11. https://doi.org/10.26634/jsch.16.4.17785.
Alimisis, D. (2013). Educational robotics: Open questions and new challenges. Themes in Science and Technology Education, 6(1), 63-71. https://files.eric.ed.gov/fulltext/EJ1130924.pdf.
Babalola, E. O., & Omolafe, E. V. (2022). Construction process of robotic devices to teach aspect of auto mechanic in Nigeria Basic Schools. ASEAN Journal of Science and Engineering Education, 2(1), 123-128. https://www.semanticscholar.org/reader/4378d2ea917463080f09f32e33a56bfe9da268e4.
Bers, M. U., Seddighin, S., & Sullivan, A. (2013). Ready for robotics: Bringing together the T and E of STEM in early childhood teacher education. Journal of Technology and Teacher Education, 21(3), 355-377. https://ase.tufts.edu/DevTech/publications/BringingTogetherT.pdf.
Chambers, J. M., & Carbonaro, M. (2003). Designing, developing, and implementing a course on LEGO robotics for technology teacher education. Journal of Technology and Teacher Education, 11(2), 209-241. https://www.learntechlib.org/primary/p/14607/.
De Carvalho, J. M., & De Mazalhães Netto, J. F. (2021). IGARA: A proposal for a pedagogical approach to apply educational robotics through collaborative learning. IEEE Frontiers in Education Conference (FIE).
El-Hamamsy, L., Bruno, B., Chessel-Lazzarotto, F., Chevalier, M., Roy, D., Zufferey, J. D., & Mondada, F. (2021). The symbiotic relationship between educational robotics and computer science in formal education. Education and Information Technologies, 26(5), 5077-5107. https://doi.org/10.1007/s10639-021-10494-3.
Esteve-Mon, F. M., Adell-Segura, J., Llopis Nebot, M. Á., Valdeolivas Novella, M. G., & Pacheco Aparicio, J. (2019). The development of computational thinking in student teachers through an intervention with educational robotics. Journal of Information Technology Education: Innovations in Practice, 18, 139-152. https://doi.org/10.28945/4442
Ettershank, M., Nel, H., & Von Solms, S. (2017). Integration of a robotics programme into a South African secondary school curriculum: A case study. IEEE AFRICON.
Fares, K., Fowler, B., & Vegas, E. (2021). How South Africa implemented its computer science education program. Center for Universal Education at Brookings.
Haidegger, T. (2021). Taxonomy and standards in robotics. In: Ang, M. H., Khatib, O., & Siciliano, B. (eds),Encyclopedia of robotics(pp. 1-10).Springer. https://doi.org/10.1007/978-3-642-41610-1_190-1.
Hashim, N. H., & Jones, M. L. (2007). Activity theory: A framework for qualitative analysis. 4th International Qualitative Research Convention (QRC), 3-5 September, PJ Hilton, Malaysia.
Hestness, E., Ketelhut, D. J., McGinnis, J. R., & Plane, J. (2018). Professional knowledge building within an elementary teacher professional development experience on computational thinking in science education. Journal of Technology and Teacher Education, 26(3), 411-435. https://www.learntechlib.org/primary/p/181431/.
Leonard, J., Mitchell, M., Barnes-Johnson, J., Unertl, A., Outka-Hill, J., Robinson, R., & Hester-Croff, C. (2018). Preparing teachers to engage rural students in computational thinking through robotics, game design, and culturally responsive teaching. Journal of Teacher Education, 69(4), 386-407. https://doi.org/10.1177/0022487117732317.
Li, C., Zheng, P., Li, S., Pang, Y., & Lee, C. K. (2022). AR-assisted digital twin-enabled robot collaborative manufacturing system with human-in-the-loop. Robotics and Computer-Integrated Manufacturing, 76, 102321. https://doi.org/10.1016/j.rcim.2022.102321.
Major, L., Kyriacou, T., & Brereton, P. (2014). The effectiveness of simulated robots for supporting the learning of introductory programming: a multi-case case study. Computer Science Education, 24(2-3), 193-228. http://dx.doi.org/10.1080/08993408.2014.963362.
Maree, J. G. (2021). Managing the Covid-19 pandemic in South African Schools: turning challenge into opportunity. South African Journal of Psychology, 52(2), 249-261. https://doi.org/10.1177/00812463211058398.
Martins, F. N., Gomes, I. S., & Santos, C. R. F. (2015). Junior soccer simulation: providing all primary and secondary students access to educational robotics. 2015 12th Latin American Robotics Symposium and 2015 3rd Brazilian Symposium on Robotics (LARS-SBR), Uberlandia, Brazil.
Morf, M. E., & Weber, W. G. (2000). I/O Psychology and the bridging of AN Leont'ev's activity theory. Canadian Psychology/Psychologie canadienne, 41(2), 81-93. https://psycnet.apa.org/doi/10.1037/h0088234.
Mpungose, C. B. (2020). Student teachers’ knowledge in the era of the Fourth Industrial Revolution. Education and Information Technologies, 25(6), 5149-5165. https://doi.org/10.1007/s10639-020-10212-5.
Paniagua, A., & Istance, D. (2018). Teachers as designers of learning environments: The importance of innovative pedagogies. OECD Publishing.
Papadakis, S., Vaiopoulou, J., Sifaki, E., Stamovlasis, D., & Kalogiannakis, M. (2021). Attitudes towards the use of educational robotics: Exploring pre-service and in-service early childhood teacher profiles. Education Sciences, 11(5), 204. https://doi.org/10.3390/educsci11050204.
Sanfilippo, F., Blazauskas, T., Salvietti, G., Ramos, I., Vert, S., Radianti, J., Majchrzak, T. A., & Oliveira, D. (2022). A Perspective Review on Integrating VR/AR with Haptics into STEM Education for Multi-Sensory Learning. Robotics, 11(2), 41. https://doi.org/10.3390/robotics11020041.
Schina, D., Esteve-González, V., & Usart, M. (2021). An overview of teacher training programs in educational robotics: characteristics, best practices and recommendations. Education and Information Technologies, 26(3), 2831-2852. https://doi.org/10.1007/s10639-020-10377-z.
Shiohira, K. (2021). Understanding the impact of artificial intelligence on skills development. UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training.
Silva, A. F. F., De Avila Ferreira, M. E., Inácio, F. A. J., & De Faria Andrade, J. (2019). An experience in distance robotics education through an extension course. 2019 Latin American Robotics Symposium (LARS), 2019 Brazilian Symposium on Robotics (SBR) and 2019 Workshop on Robotics in Education (WRE). http://dx.doi.org/10.1109/LARS-SBR-WRE48964.2019.00077.
Sisman, B., & Kucuk, S. (2019). An educational robotics course: Examination of educational potentials and pre-service teachers’ experiences. International Journal of Research in Education and Science, 5(2), 510-531. https://files.eric.ed.gov/fulltext/EJ1205775.pdf.
Taylor, P. C. (2016). Why is a STEAM curriculum perspective crucial to the 21st century? Australian Council for Education Research: 'Improving STEM Learning – What Will It Take?', 7-9 August, Brisbane Convention Centre, Queensland. https://www.researchgate.net/publication/307396291_Why_is_a_STEAM_Curriculum_Perspective_Crucial_to_the_21st_Century.
Tzagkaraki, S., Papadakis, S. J., & Kalogiannakis, M. (2021). Exploring the use of educational robotics in primary school and its possible place in the curricula. In: Education Robotics International Conference (pp. 216-229). Springer International Publishing.
Wehbe, R., & Williams, R. K. (2021). Probabilistic resilience of dynamic multi-robot systems. IEEE Robotics and Automation Letters, 6(2), 1777-1784. https://doi.org/10.1109/LRA.2021.3060378.
Published
2023-12-06
How to Cite
Matsie Magdeline, M.-M., & Thelma, D. J. T. (2023). The Significance of Training Student-Teacher Lecturers in Pedagogical Robotic and Coding Skills. International Journal of Social Science Research and Review, 6(12), 107-118. https://doi.org/10.47814/ijssrr.v6i12.1808
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