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Title: | Minding the gap. Proposing a teacher learning-training framework for the integration of robotics in primary schools in education |
Authors: | Camilleri, Patrick |
Keywords: | Activity coefficients Constructivism (Education) -- Case studies Learning Project method in teaching -- Case studies Robotics Teachers -- Training of -- Case studies |
Issue Date: | 2017 |
Publisher: | Vilnius University |
Citation: | Camilleri, P. (2017). Minding the gap. Proposing a teacher learning-training framework for the integration of robotics in primary schools. Informatics in Education, 16(2), 165-179. |
Abstract: | Notwithstanding the hype surrounding the enthusiasm and rush that characterises the employment of robotics in formal educational contexts, their use is described as nothing less than fragmented. In the circumstances that processes of adoption and application of digital tools are clearly outpacing their accommodation and enactment in formal educational settings, a teacher-training framework for the integration of robotics in primary schools is being proposed. Anticipated to be editable in context by teachers, a mediating tool whose actions are defined by the Activity Theory is presented to provide a framework for activities, aims, learning outcomes and suggestive complementing hardware. Thematically built around a constructionist approach, and having a long-standing tradition in early childhood education, it should simultaneously enhance the student and teacher learning experience towards robotics in a meaningful manner. |
URI: | https://www.um.edu.mt/library/oar/handle/123456789/87910 |
Appears in Collections: | Scholarly Works - FacEduLLI |
Files in This Item:
File | Description | Size | Format | |
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Minding_the_gap.pdf Restricted Access | 635.69 kB | Adobe PDF | View/Open Request a copy |
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