Robotics and Discovery Learning: Pedagogical Beliefs, Teacher Practice, and Technology Integration

Autor/inn/en	Sullivan, Florence R.; Moriarty, Mary A.
Titel	Robotics and Discovery Learning: Pedagogical Beliefs, Teacher Practice, and Technology Integration
Quelle	In: Journal of Technology and Teacher Education, 17 (2009) 1, S.109-142 (34 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-7069
Schlagwörter	Discovery Learning; Educational Technology; Secondary School Teachers; Teaching Methods; Beliefs; Professional Development; Teacher Workshops; Middle School Teachers; Teacher Attitudes; Robotics; Technology Integration; Electronic Learning; Instructional Design; Computer Assisted Instruction; Massachusetts + Suchen Sie Ihr Suchwort? Entdeckendes Lernen; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Belief; Glaube; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Robotertechnik; Lesson concept; Lessonplan; Unterrichtsentwurf; Computer based training; Computerunterstützter Unterricht; Master-Studiengang
Abstract	Much educational software is designed from a specific pedagogical stance. How teachers conceive of the pedagogical stance underlying the design will affect how they utilize the technology; these conceptions may vary from teacher to teacher and from teacher to designer. There may be a conflict between the designer's pedagogical beliefs inscribed in the educational technology innovation itself, and the teacher's pedagogical beliefs, which may affect the teachers' ability or desire to use the educational technology innovation. The purpose of this study is to contribute to our understanding of this issue by examining teachers' reflections on teaching and learning robotics through the discovery learning method. Data for the study were collected at a teacher professional development workshop series and at a robotics fair. A total of 20 middle and high school teachers participated in the study. Our findings indicate that teachers' perceptions of student learning needs influence their pedagogical practice and that these perceptions and practices may be affected through teaching and learning with discovery learning-based educational technologies. Teachers developed a strategy aimed at creating and managing a pedagogically productive tension in students. They also devised two modes of learning alongside students. Implications for future research regarding technology integration are discussed. (Contains 1 table.) (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10