Abstract
The continuous innovation in modern technologies in various sectors of society has transformed everyday life. It becomes imperative for the educational community to equip the future generation with digital skills. In this article, using qualitative and quantitative research techniques, we define criteria for school curricula-compatible sensors (particularly, for secondary school students in grades 5 through 9). We also develop requirements models for sensor classes that satisfy the school curricula compatibility criteria using requirements engineering techniques. The results show that integrating sensors into schools can improve students’ digital and data skills. Additionally, requirements models can help in developing school curricula-compatible sensors or transforming existing sensors into curricula-compatible sensors.
Highlights
The importance of sensor technology is growing continuously
The teachers agreed that learning could be strengthened using sensor technology that enables students to directly relate the subject to their surroundings
The teachers acknowledged that sensor technology and data collection activities are beneficial for elementary and secondary school students
Summary
The importance of sensor technology is growing continuously. Using sensor technology, we can explore and monitor our surroundings in ways that were not possible even a few years ago. Among the advantages of sensor technology’s use in education is that it provides students with a means of observing, interpreting, and investigating different phenomena in real time [1]. In this digital era, the younger generation of school students needs real-world skills to address the needs they will face in the future, such as critical thinking, collaboration, discussion, creativity, teamwork, imagination, and problem-solving [7]. Researchers have discussed various studies of integrating sensors and their advantages in educational activities within secondary and primary schools. [13] reports positive experiences of using sensors in a primary schools with students aged 7–8 years in the UK. [14] discusses a case study in which first grade students collected weather data during the school year and designed several graphs to represent their data. The results show how children can handle data logging equipment and learn with it
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
