Top

Technology, Knowledge and Learning

Published in:

17-12-2018 | Editorial

Educational Robotics for Inclusive Education

Authors: Linda Daniela, Miltiadis D. Lytras

Published in: Technology, Knowledge and Learning | Issue 2/2019

Activate our intelligent search to find suitable subject content or patents.

search-config

AI-assisted search

Off

Abstract

It has been quite a long time since S. Papert introduced the idea that children should be involved in the use of computers in the learning process to support the development of computational thinking. Nowadays, educational robotics is introduced in different dimensions of education, but mostly it is used as part of a compulsory educational process in nonformal educational activities, in activities to reduce the risks of early school leaving, and in initiatives introduced by some projects where different aspects of educational robotics are tested in activities with students who have diverse special needs. But till now robotics has mostly been associated with the field of Science, Technology, Engineering, and Mathematics, and outcomes of educational robotics are measured through the prism of improved knowledge in STEM subjects. In this special issue, journal researchers provide results on ER in the context of inclusive education.

previous article EdTech Leaders’ Beliefs: How are K-5 Teachers Supported with the Integration of Computer Science in K-5 Classrooms?

next article How to Implement Educational Robotics’ Programs in Italian Schools: A Brief Guideline According to an Instructional Design Point of View

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 390 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Maschinenbau + Werkstoffe

Jetzt Wissensvorsprung sichern!

inform now

Alimisis, D. (2014). Educational robotics in teacher education: An innovative tool for promoting quality education. In L. Daniela, I. Lūka, L. Rutka, & I. Žogla (Eds.), Teacher of the 21st century: Quality education for quality teaching (pp. 28–39). Newcastle upon Tyne: Cambridge Scholars Publishing. ISBN 978-1-4438-5612-6.

Ariza, D. V., Palacio, A. M., Aragón, I. P., Pulido, C. M., Logreira, E. A., & McKinley, J. R. (2017). Application of color sensor programming with LEGO-Mindstorms NXT 2.0 to recreate a simplistic plague detection scenario. Scientia et Technica, 22(3), 268–272.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

Burke, K., & Sutherland, C. (2004). Attitudes towards inclusion: Knowledge vs. experience. Education, 125(2), 163–172.

Calder Stegemann, K., & Jaciw, A. P. (2018). Making it logical: Implementation of inclusive education using a logic model framework. Learning Disabilities: A Contemporary Journal, 16(1), 3–18.

Daniela, L. (2018). Smart pedagogy for technology enhanced learning. In L. Daniela (Ed.), Didactics of smart pedagogy: Smart pedagogy for technology enhanced learning (pp. 1–20). Cham: Springer. ISBN 978-3-030-01550-3.

Daniela, L., & Strods, R. (2016). The role of robotics in promoting the learning motivation to decrease the early school leaving risks. In Presented at the ROBOESL conference, Athens: Proceedings Athens. Retrieved September 15, 2018 from http://roboesl.eu/conference/?page_id=508.

Daniela, L., & Strods, R. (2018). Robot as agent in reducing risks of early school leaving. In L. Daniela (Ed.), Innovations, technologies and research in education (pp. 140–158). Newcastle upon Tyne: Cambridge Scholars Publishing. ISBN 1-5275-0622-3.

Daniela, L., Strods, R., & Alimisis, D. (2017). Analysis of robotics-based learning for preventing school failure and early school leaving in gender context. In EDULEARN17 proceedings (pp. 810–818). Presented at the 9th international conference on education and new learning technologies, Barcelona: IATED. ISBN 9788469737774. ISSN 2340-1117.

Eck, J., Hirschmugl-Gaisch, S., Kandlhofer, M., & Steinbauer, G. (2014). A cross-generational robotics project day: Pre-school children, pupils and grandparents learn together. Journal of Automation, Mobile Robotics and Intelligent Systems, 8(1), 12–19. https://doi.org/10.14313/JAMRIS_1-2014/2.CrossRef

Karampinis, T. (2018). Activities and experiences through RoboESL project opportunities. International Journal of Smart Education and Urban Society, 9(1), 13–24. https://doi.org/10.4018/IJSEUS.CrossRef

Karkazis, P., Balourdos, P., Pitsiakos, G., Asimakopoulos, K., Saranteas, I., Spiliou, T., et al. (2018). To water or not to water: The Arduino approach for the irrigation of a field. International Journal of Smart Education and Urban Society, 9(1), 25–36. https://doi.org/10.4018/IJSEUS.CrossRef

Liasidou, A. (2012). Inclusive education and critical pedagogy at the intersections of disability, race, gender and class. Journal for Critical Education Policy Studies, 10, 168–184.

Migdley, C., & Urdan, T. (2001). Academic self-handicapping and performance goals: A further examination. Contemporary Educational Psychology, 26, 61–75.CrossRef

Moro, M., Agatolio, F., & Menegatti, E. (2018). The development of robotic enhanced curricula for the RoboESL project: Overall evaluation and expected outcomes. International Journal of Smart Education and Urban Society, 9(1), 48–60. https://doi.org/10.4018/IJSEUS.CrossRef

Papert, S. (1984). New theories for new learnings. School Psychology Review, 13(4), 422–428.

Thomas, G. (2013). A review of thinking and research about inclusive education policy, with suggestions for a new kind of inclusive thinking. British Educational Research Journal, 39(3), 473–490.CrossRef

UNESCO. (1994). The UNESCO Salamanca statement. Retrieved September 15, 2018 from http://www.unesco.org/education/pdf/SALAMA_E.PDF.

UNESCO. (2009). Policy guidelines on inclusion for education. http://unesdoc.unesco.org/images/0017/001778/177849e.pdf.

Vygotski, L. S. (1978). Interaction between learning and development. In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Mind and society (pp. 79–91). Cambridge: Harvard University Press.

Waitoller, F., & Artiles, A. J. (2013). A decade of professional development research for inclusive education: A literature review and notes for a sociocultural research program. Review of Educational Research, 83, 319–356.CrossRef

Williams, D. C., Yuxin, M., Prejean, L., Ford, M. J., & Lai, G. (2007). Acquisition of physics content knowledge and scientific inquiry skills in a robotics summer camp. Journal of Research on Technology in Education, 40(2), 201–216.CrossRef

Witherspoon, E. B., Schunn, C. D., Higashi, R. M., & Shoop, R. (2018). Attending to structural programming features predicts differences in learning and motivation. Journal of Computer Assisted Learning, 34(2), 115–128. https://doi.org/10.1111/jcal.12219.CrossRef

World Education Forum. (2000). The Dakar framework for action. Education for all: Meeting our collective commitment. Dakar: World Education Forum.

Xu, S. Q., Cooper, P., & Sin, K. (2018). The ‘learning in regular classrooms’ initiative for inclusive education in China. International Journal of Inclusive Education, 22(1), 54–73.CrossRef

Zaldivar, D., Cuevas, E., Pérez-Cisneros, M. A., Sossa, J. H., Rodríguez, J. G., & Palafox, E. O. (2013). An educational fuzzy-based control platform using LEGO robots. International Journal of Electrical Engineering Education, 50(2), 157–171. https://doi.org/10.7227/IJEEE.50.2.5.CrossRef

Title: Educational Robotics for Inclusive Education
Authors: Linda Daniela
Miltiadis D. Lytras
Publication date: 17-12-2018
Publisher: Springer Netherlands
Published in: Technology, Knowledge and Learning / Issue 2/2019
Print ISSN: 2211-1662
Electronic ISSN: 2211-1670
DOI: https://doi.org/10.1007/s10758-018-9397-5

Springer Professional

Abstract

Please log in to get access to your license.

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Technik"

Other articles of this Issue 2/2019

Educational Robotics in Down Syndrome: A Feasibility Study

Overcoming the PBL Assessment Challenge: Design and Development of the Incremental Thesaurus for Assessing Causal Maps (ITACM)

The Design Student Association “Etsidi-Design” as an Active Tool in the Participation of the Students in the Formal Education in the Degree in Engineering in Industrial Design and Product Development

Correction to: Implementation and Assessment Methodologies of Teachers’ Training Courses for STEM Activities

A Wide View on Gamification

Teacher Training in Educational Robotics: The ROBOESL Project Paradigm

Premium Partners