Using Educational Robotics as a Cognitive Tool for ICT Teachers in an Authentic Learning Environment

Adem Uzun

doi:10.5539/ies.v13n4p27

Abstract

This study describes the theoretical foundations of a learning environment designed for an ICT teachers’ graduate level course, and presents a comprehensive analysis of the qualitative data acquired regarding the course’s implementation. Participants in the study included six ICT teachers enrolled in the “Embedded Systems and Robotic Applications” course of Spring 2018. A design-based research approach was used in order to achieve a systematic but flexible methodology. Within the scope of this study, robotics was used as a cognitive tool, and authentic learning principles were applied. The participants’ reflections about the learning environment indicated that they were satisfied with the course settings, their motivation increased after the course, and they learned more effectively through the scaffolding provided by the instructor.

Highlights

The use of digital technologies as cognitive tools has been found to facilitate learners’ cognitive activities in support of their learning (Derry, 1990; Jonassen, 1994; Jonassen, Campbell, & Davidson, 1994; Lajoie & Derry, 1993)
The purpose of this study was to design an authentic learning environment in which educational robotics was used as a cognitive tool in a graduate level course while considering three factors: the literature review, the practitioners’ views on teaching educational robotics, and the participants’ needs and expectations
As explained under the “Qualitative Analysis” section above, the problems encountered in the field of educational robotic instruction emerged under two main themes: (1) when direct instruction is preferred, the students have difficulty in transferring their knowledge and skills to the problems they face in real life; and, (2) the individual differences that exist in terms of pre-knowledge levels, motivation toward the lesson, and expectations from the course

Summary

Introduction

The use of digital technologies as cognitive tools has been found to facilitate learners’ cognitive activities in support of their learning (Derry, 1990; Jonassen, 1994; Jonassen, Campbell, & Davidson, 1994; Lajoie & Derry, 1993). Jonassen offered rationales for using technology as cognitive tools, including the interchangeable roles of learners and designers, learners as thinkers, knowledge construction rather than repeating the teacher, reflective thinking, learning “with” rather than “from” technology, lack of intelligence in tools, and distributed cognitive processing. Meaningful learning requires an intellectual partnership between learners and digital technologies, rather than being controlled by them. This partnership enhances learners’ thinking and learning because dealing with the tasks afforded by these technologies results in the learners’ mindful engagement

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Conclusion