Robots in K-12 Education: A New Technology for Learning: A New Technology for Learning

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Barker, Bradley S.
IGI Global, Feb 29, 2012 - Education - 402 pages
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Educational robotics provides students with a learning environment that has the potential to successfully integrate concepts within science, technology, engineering, and mathematics (STEM) into K12 learning environments in class, after school, or for robotics competitions.

Robots in K-12 Education: A New Technology for Learning explores the theory and practice of educational robotics in the K-12 formal and informal educational settings, providing empirical research supporting the use of robotics for STEM learning. An essential resource for STEM educators, the book explores processes and strategies for developing and implementing robotics-based programs and documents the impact of educational robotics on youth learning by presenting research-based descriptions of robotics technologies and programs, as well as illustrative examples of learning activities, lessons, and assessments.


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Educational Robotics Theories and Practice
Designing Evaluations for K12 Robotics Education Programs
Generating Transferable Skills in STEM through Educational Robotics
In and out of the School Activities Implementing IBSE and Constructionist Learning Methodologies by Means of Robotics
Section 2
Robotics and ProblemBased Learning in STEM Formal Educational Environments
Medical Robotics in K12 Education
Robots Underwater Learning Science Engineering and 21st Century Skills
Building Technical Knowledge and Engagement in Robotics
STEM Outreach with the BoeBot
Developing and Evaluating a WebBased MultiPlatform Curriculum for AfterSchool Robotics
Learning Geospatial Concepts as Part of a NonFormal Education Robotics Experience
Section 4
From Grade School to Grad School
Promoting Diversity and Public School Success in Robotics Competitions
Educational Robotics and Broadening Participation in STEM for Underrepresented Student Groups

Programming Robots in Kindergarten to Express Identity
Section 3
The Impact of Educational Robotics on Student STEM Learning Attitudes and Workplace Skills
The Mediating Role of Context in an Urban AfterSchool Robotics Program
Compilation of References
About the Contributors

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About the author (2012)

Bradley Barker, Associate Professor and Youth Development Specialist with Nebraska 4-H received his Ph.D. in Administration, Curriculum, and Instruction in the area of Instructional Technology in 2002. Dr. Barker spent eight years with Nebraska Educational Telecommunications where he was an Interactive Media Producer. Dr. Barker has directed media productions for the CLASS project, the Nebraska Law Enforcement Training Center, and the Nebraska National Guard. Dr. Barker has been the Principal Investigator on two National Science Foundation Grants to develop the Nebraska 4-H Robotics and GPS/GIS program and to scale-up the program to a national audience. Dr. Barker was also the PI on the National 4-H Robotics: Engineering for Today and Tomorrow curriculum development grant for National 4-H Council and CSREES. Dr. Barker s research interests include the development and evaluation of educational technology systems for STEM education in non-formal learning environments.

Gwen Nugent is Research Associate Professor of the Nebraska Center for Research on Children, Youth, Families, and Schools at the University of Nebraska-Lincoln. Dr. Nugent coordinates implementation and research projects focusing on the development and delivery of instruction and training to improve student learning and teacher competencies. She has over 30 years experience in the design and evaluation of mediated instruction and training, and many of her projects are distributed nationally and internationally. She is currently a principal investigator and/or evaluator for grants funded by the National Science Foundation, the U. S. Department of Education, and Department of Transportation.

Neal Grandgenett is the Dr. George and Sally Haddix Community Chair of STEM Education in the College of Education at UNO where he teaches undergraduate and graduate courses in mathematics education, interdisciplinary STEM learning, and research methods. Dr. Grandgenett s research interests include the development and evaluation of technology-based learning environments in STEM Education, and he has authored over 100 articles and research papers related to these interests. He is also a Software Review Editor for the Mathematics and Computer Education Journal, published internationally. He received his Ph.D. from Iowa State University and his Master s and Bachelor s degrees from UNO.

Viacheslav I. Adamchuk, originally from Kyiv, Ukraine, has obtained a Mechanical Engineering degree from the National Agricultural University of Ukraine in his hometown. Later, he received both MS and PhD degrees in Agricultural and Biological Engineering from Purdue University (West Lafayette, Indiana). Soon after graduation, Dr. Adamchuk started his academic career as a faculty of Biological Systems Engineering Department at the University of Nebraska-Lincoln (Lincoln, Nebraska). There, he taught university students, conducted research, and delivered outreach programs relevant to precision agriculture, spatial data management, and education robotics. Also he was involved in OECD tractor testing program and developed a methodology to validate the accuracy of tractor auto-guidance systems. After almost ten years of work in Nebraska, Dr. Adamchuk has started his new appointment in Bioresource Engineering Department at McGill University (Ste-Anne-de-Bellevue, Quebec, Canada), while keeping his adjunct status at the University of Nebraska-Lincoln. [Editor]

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