Article

What Teachers Need for Orchestrating Robotic Classrooms

Authors:

Sina Shahmoradi,

Aditi Kothiyal,

Jennifer K. Olsen,

Pierre DillenbourgAuthors Info & Claims

Addressing Global Challenges and Quality Education: 15th European Conference on Technology Enhanced Learning, EC-TEL 2020, Heidelberg, Germany, September 14–18, 2020, Proceedings

Pages 87 - 101

https://doi.org/10.1007/978-3-030-57717-9_7

Published: 14 September 2020 Publication History

Abstract

Educational Robots are gaining popularity in classrooms but can increase the load on teachers compared to the use of more traditional technologies. Providing support to teachers can make teachers confident in including robots in their teaching routines. In order to support teachers in managing robotic activities in the classroom, it is important to first understand the challenges they face when engaging with these activities. To investigate these challenges, we observed three teachers managing robotic activities across fifteen standard school sessions, followed by retrospective interviews. In these sessions, students performed group activities on assembling and programming different robotic platforms. The results highlight a) how managing the additional technical complexity of the robotic activity is challenging for teachers b) teachers interventions focus on supporting students make connections between their programs and their robot behaviour in the real-world. Building on our results, we discuss how orchestration tools may be designed to help alleviate teachers challenges and support teachers interventions in robotic classrooms.

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Cited By

El-Hamamsy LBruno BAvry SChessel-Lazzarotto FZufferey JMondada F(2023)The TACS Model: Understanding Primary School Teachers’ Adoption of Computer Science Pedagogical ContentACM Transactions on Computing Education10.1145/356958723:2(1-31)Online publication date: 14-Mar-2023
https://dl.acm.org/doi/10.1145/3569587
Brender JEl-Hamamsy LBruno BChessel-Lazzarotto FZufferey JMondada F(2021)Investigating the Role of Educational Robotics in Formal Mathematics Education: The Case of Geometry for 15-Year-Old StudentsTechnology-Enhanced Learning for a Free, Safe, and Sustainable World10.1007/978-3-030-86436-1_6(67-81)Online publication date: 20-Sep-2021
https://dl.acm.org/doi/10.1007/978-3-030-86436-1_6

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What Teachers Need for Orchestrating Robotic Classrooms

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Information & Contributors

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Published In

cover image Guide Proceedings

Addressing Global Challenges and Quality Education: 15th European Conference on Technology Enhanced Learning, EC-TEL 2020, Heidelberg, Germany, September 14–18, 2020, Proceedings

Sep 2020

507 pages

ISBN:978-3-030-57716-2

DOI:10.1007/978-3-030-57717-9

Editors:
Carlos Alario-Hoyos
Universidad Carlos III de Madrid, Leganés (Madrid), Spain
,
María Jesús Rodríguez-Triana
Tallinn University, Tallinn, Estonia
,
Maren Scheffel
Open University Netherlands, Heerlen, The Netherlands
,
Inmaculada Arnedillo-Sánchez
Trinity College Dublin, Dublin, Ireland
,
Sebastian Maximilian Dennerlein
Graz University of Technology and Know-Center, Graz, Austria

© Springer Nature Switzerland AG 2020.

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Springer-Verlag

Berlin, Heidelberg

Publication History

Published: 14 September 2020

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Cited By

El-Hamamsy LBruno BAvry SChessel-Lazzarotto FZufferey JMondada F(2023)The TACS Model: Understanding Primary School Teachers’ Adoption of Computer Science Pedagogical ContentACM Transactions on Computing Education10.1145/356958723:2(1-31)Online publication date: 14-Mar-2023
https://dl.acm.org/doi/10.1145/3569587
Brender JEl-Hamamsy LBruno BChessel-Lazzarotto FZufferey JMondada F(2021)Investigating the Role of Educational Robotics in Formal Mathematics Education: The Case of Geometry for 15-Year-Old StudentsTechnology-Enhanced Learning for a Free, Safe, and Sustainable World10.1007/978-3-030-86436-1_6(67-81)Online publication date: 20-Sep-2021
https://dl.acm.org/doi/10.1007/978-3-030-86436-1_6

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