國立虎尾科技大學 |

Elementary Educators' Attitudes about the Utility of Educational Robotics and Their Ability and Intent to Use It with Students.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Elementary Educators' Attitudes about the Utility of Educational Robotics and Their Ability and Intent to Use It with Students./
作者:	Ensign, Todd I.
面頁冊數:	1 online resource (141 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
標題:	Curriculum development. -
電子資源:	click for full text (PQDT)
ISBN:	9780355153989

Elementary Educators' Attitudes about the Utility of Educational Robotics and Their Ability and Intent to Use It with Students.
Ensign, Todd I.

Elementary Educators' Attitudes about the Utility of Educational Robotics and Their Ability and Intent to Use It with Students. - 1 online resource (141 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ed.D.)--West Virginia University, 2017.

Includes bibliographical references

Educational robotics (ER) combines accessible and age-appropriate building materials, programmable interfaces, and computer coding to teach science and mathematics using the engineering design process. ER has been shown to increase K-12 students' understanding of STEM concepts, and can develop students' self-confidence and interest in STEM. As educators struggle to adapt their current science teaching practices to meet the new interdisciplinary nature of the Next Generation Science Standards, ER has the potential to simultaneously integrate STEM disciplines, engage and inspire students in mathematics and science, and build connections to STEM careers. One challenge is a lack of documented models for preparing educators, particularly at the elementary level, to effectively use robotics in their classrooms. The lack of scholarship on appropriate robotics platforms for elementary learners, reliable techniques of delivering professional development in ER, or standardized instruments that can reliably measure elementary educators' self-efficacy with robotics suggests there is a need for such research. The primary purpose of this study was to investigate the impact of a four-hour, hands-on, ER professional development workshop on K-5th grade educators' attitudes about their ability to teach ER, the value (utility) of the technology, and their desire to use it (intent). An 18-question survey was administered before (pre-) and after (post-) the workshop, as well as a third time after educators had an opportunity to use robotics with students (post-post). In order to extend and explain the quantitative data, 60% of the educators who completed all three surveys were also interviewed. This study sought to determine if any of the trained educators also participated in after-school robotics competitions, and if so what impact that had on their attitudes of using ER. Results comparing the pre to post workshop means determined that there were statistically significant differences with large effect sizes in educators' attitudes across all three subscales. The interviews supported the conclusion that the workshop and classroom kits are important for successful implementation of ER in classrooms. Post use surveys did not result in statistically significant differences in educators' attitudes, demonstrating persistence of attitudes consistent with the interview results that revealed educators value the "hands-on" nature of ER which they believe increases student engagement in STEM and cross-curricular learning. A case-study of one educator suggests that participation in FIRSTRTM LEGORTM League Jr. increased the skills, confidence, and engagement of both the teacher and students which led to the integration of engineering practices, and school-wide interest in ER. This study demonstrates the importance of high-quality professional development in increasing educators' self-efficacy with using ER with elementary students, and suggests that new tablet-based, wireless robotics platforms, such as the LEGORTM WeDo 2.0 enable younger learners to engaged with this technology. Additional research is necessary to better understand the impact of ER on students, and to identify and study schools where ER helped lead a transformation of the teaching toward constructionism. It is vital for the success of our children and our nation that we engage and inspire students in STEM subjects and career pathways at an early age if we are to meet the needs of the 21st century job market, reduce disparities in STEM fields, and maintain our place in the global economy.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355153989Subjects--Topical Terms:

1148494
Curriculum development.
Index Terms--Genre/Form:

554714
Electronic books.

Elementary Educators' Attitudes about the Utility of Educational Robotics and Their Ability and Intent to Use It with Students.
LDR:04885ntm a2200349Ki 4500 001 918174
005 20181022132747.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355153989
035 $a (MiAaPQ)AAI10615240
035 $a (MiAaPQ)wvu:11722
035 $a AAI10615240
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Ensign, Todd I. $3 1192425
245 1 0 $a Elementary Educators' Attitudes about the Utility of Educational Robotics and Their Ability and Intent to Use It with Students.
264 0 $c 2017
300 $a 1 online resource (141 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
500 $a Adviser: James Rye.
502 $a Thesis (Ed.D.)--West Virginia University, 2017.
504 $a Includes bibliographical references
520 $a Educational robotics (ER) combines accessible and age-appropriate building materials, programmable interfaces, and computer coding to teach science and mathematics using the engineering design process. ER has been shown to increase K-12 students' understanding of STEM concepts, and can develop students' self-confidence and interest in STEM. As educators struggle to adapt their current science teaching practices to meet the new interdisciplinary nature of the Next Generation Science Standards, ER has the potential to simultaneously integrate STEM disciplines, engage and inspire students in mathematics and science, and build connections to STEM careers. One challenge is a lack of documented models for preparing educators, particularly at the elementary level, to effectively use robotics in their classrooms. The lack of scholarship on appropriate robotics platforms for elementary learners, reliable techniques of delivering professional development in ER, or standardized instruments that can reliably measure elementary educators' self-efficacy with robotics suggests there is a need for such research. The primary purpose of this study was to investigate the impact of a four-hour, hands-on, ER professional development workshop on K-5th grade educators' attitudes about their ability to teach ER, the value (utility) of the technology, and their desire to use it (intent). An 18-question survey was administered before (pre-) and after (post-) the workshop, as well as a third time after educators had an opportunity to use robotics with students (post-post). In order to extend and explain the quantitative data, 60% of the educators who completed all three surveys were also interviewed. This study sought to determine if any of the trained educators also participated in after-school robotics competitions, and if so what impact that had on their attitudes of using ER. Results comparing the pre to post workshop means determined that there were statistically significant differences with large effect sizes in educators' attitudes across all three subscales. The interviews supported the conclusion that the workshop and classroom kits are important for successful implementation of ER in classrooms. Post use surveys did not result in statistically significant differences in educators' attitudes, demonstrating persistence of attitudes consistent with the interview results that revealed educators value the "hands-on" nature of ER which they believe increases student engagement in STEM and cross-curricular learning. A case-study of one educator suggests that participation in FIRSTRTM LEGORTM League Jr. increased the skills, confidence, and engagement of both the teacher and students which led to the integration of engineering practices, and school-wide interest in ER. This study demonstrates the importance of high-quality professional development in increasing educators' self-efficacy with using ER with elementary students, and suggests that new tablet-based, wireless robotics platforms, such as the LEGORTM WeDo 2.0 enable younger learners to engaged with this technology. Additional research is necessary to better understand the impact of ER on students, and to identify and study schools where ER helped lead a transformation of the teaching toward constructionism. It is vital for the success of our children and our nation that we engage and inspire students in STEM subjects and career pathways at an early age if we are to meet the needs of the 21st century job market, reduce disparities in STEM fields, and maintain our place in the global economy.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Curriculum development. $3 1148494
650 4 $a Educational technology. $3 556755
650 4 $a Elementary education. $3 1148439
655 7 $a Electronic books. $2 local $3 554714
690 $a 0727
690 $a 0710
690 $a 0524
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a West Virginia University. $b Literacy Studies. $3 1192426
773 0 $t Dissertation Abstracts International $g 79-01A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10615240 $z click for full text (PQDT)