Dancing robots: integrating art,music, and robotics in Singapore’s early childhood centers

In recent years, Singapore has increased its national emphasis on technology and engineering in early childhood education. Their newest initiative, the Playmaker Programme, has focused on teaching robotics and coding in preschool settings. Robotics offers a playful and collaborative way for children to engage with foundational technology and engineering concepts during their formative early childhood years. This study looks at a sample of preschool children (N = 98) from five early childhood centers in Singapore who completed a 7-week STEAM (Science, Technology, Engineering, Arts, and Mathematics) KIBO robotics curriculum in their classrooms called, “Dances from Around the World.” KIBO is a newly developed robotics kit that teaches both engineering and programming. KIBO’s actions are programmed using tangible programming blocks—no screen-time required. Children’s knowledge of programming concepts were assessed upon completion of the curriculum using the Solve-Its assessment. Results indicate that children were highly successful at mastering foundational programming concepts. Additionally, teachers were successful at promoting a collaborative and creative environment, but less successful at finding ways to engage with the greater school community through robotics. This research study was part of a large country-wide initiative to increase the use of developmentally appropriate engineering tools in early childhood settings. Implications for the design of technology, curriculum, and other resources are addressed.     

Constructing the ScratchJr programming language in the early childhood classroom

This paper seeks to contribute to the growing literature on children and computer programming by focusing on a programming language for children in Kindergarten through second grade. Sixty-two students were exposed to a 6-week curriculum using ScartchJr. They learned foundational programming concepts and applied those concepts to create personally meaningful projects using the ScratchJr programming app. This paper addresses the following research question: Which ScratchJr programming blocks do young children choose to use in their own projects after they have learned them all through a tailored programming curriculum? Data was collected in the form of the students’ combined 977 projects, and analyzed for patterns and differences across grades. This paper summarizes findings and suggests potential directions for future research. Implications for the use of ScratchJr as an introductory programming language for young children are also discussed.     

Gender differences in kindergarteners’ robotics and programming achievement

Early childhood is a critical period for introducing girls to traditionally masculine fields of science and technology before more extreme gender stereotypes surface in later years. This study looks at the TangibleK Robotics Program in order to determine whether kindergarten boys and girls were equally successful in a series of building and programming tasks. The TangibleK Program consisted of a six lesson robotics and programming curriculum that was implemented in three different kindergarten classrooms (N = 53 students). Although previous research has found that males outperform females in robotics and programming related fields, it was hypothesized that the young age of participants and their limited cultural indoctrination regarding gender stereotypes would allow boys and girls to have equal success in this program. Although boys had a higher mean score than girls on more than half of the tasks, very few of these differences were statistically significant. Boys scored significantly higher than girls only in two areas: properly attaching robotic materials, and programming using Ifs. Overall, both boys and girls were able to successfully complete the program.     

Concepts and contexts in engineering and technology education: an international and interdisciplinary Delphi study

Inspired by a similar study by Osborne et al. we have conducted a Delphi study among experts to identify key concepts to be taught in engineering and technology education and relevant and meaningful contexts through which these concepts can be taught and learnt. By submitting the outcomes of the Delphi study to a panel of experts in a two-day meeting we were able to add structure to the Delphi results. Thus we reached a concise list of concepts and contexts that can be used to develop curricula for education about engineering and technology as a contribution to technological literacy goals in education.     

A conceptual framework for developing the curriculum and delivery of technology education in early childhood

The purpose of this article is to provide an overview of the analysis of the Early Childhood Education (ECE) curriculum in six countries involved in the UPDATE-project, and on that basis, propose a conceptual foundation for technology education in ECE that aims to enhance gender sensitive technology education in the continuum from early years to adulthood. The existing ECE curricula in the participating countries were analysed according to the general pedagogical approach as well as the contents specific to technology education. In many cases technology education was presented generally or implicitly, embedded in various curriculum content areas, and the existing curricula did not offer much support for teachers to figure out the nature, aims and pedagogical means of early childhood technology education. The comparison of the curricula raised some common key-issues which are important to construe more theoretically. In consequence, the article also focuses on the contemporary view of child-centred pedagogy and the conceptualisation of technology education fitting into the scope of ECE. Play is highlighted as a fundamental way of learning seldom studied in the context of technology education. In addition, a gender perspective on technology education deals with equal possibilities of both sexes to acquire knowledge, abilities and attitudes needed in technological agency.     

“Let’s Bid!” - A modular activity to promote interest in engineering economy

Abstract

This article presents a modular activity designed to promote interest and understanding of engineering economics concepts in a complex environment. Through a competition game, called “Let’s Bid!”, the students are able to understand the relationship between technological characteristics and supply and demand equilibrium in electricity markets, and discuss how uncertainty impacts investments in generation capacity and firm pricing strategies. This innovative teaching method was implemented in middle school, high school, and undergraduate college settings. Each implementation took less 60?minutes, and resulted in a strong student interest and understanding of engineering economics concepts (i.e., supply-demand equilibrium, risk, and markets).     

Creativity in technology education: providing children with glimpses of their inventive potential

This article examines the claims of the school subject technology education (called Design and Technology in some countries) as a vehicle for inculcating creativity in the curriculum, by introducing children to the world of problem solving and invention. Core foundational underpinnings of the subject are explored, including its hands-on nature, its open-endedness, and its encouragement of generative cognitive processes. Issues relating to the teaching of problem solving are discussed. Examples of curricular approaches to the subject are set forth and their merits as bases for encouraging creative thinking are examined. Research on creativity in the subject is reflected upon briefly. The paper concludes by offering problem solving; and analogical, metaphorical, combination, and divergent thinking, as possible bases for pedagogy in technology education, and calls attention to the subject as a possible fruitful area of research based on creativity in the school curriculum.     

Knowing what engineering and technology teachers need to know: an analysis of pre-service teachers engineering design problems

With the rapid advances in civilization, technological breakthroughs, and a globally growing workforce, there is a strong need for engineers capable of working in the 21st century environment (Galloway, The 21st century engineer: A proposal for engineering education reform. ASCE, Washington DC 2008). To help increase the quality and quantity of students choosing to pursue engineering, leaders have called on K-12 education to look for methods of inserting pre-engineering into the K-12 curriculum. Leaders in technology education have responded to the call to develop top quality candidates for engineers by infusing engineering into the technology education curriculum. Teacher preparation programs have used various methods to provide future technology teachers with the required content knowledge in order to effectively teach engineering design within the technology curriculum. One such program uses an ABET accredited engineering curriculum for the content and additional training to strengthen engineering education pedagogy for technology teachers. Students who graduate from this program possess both an engineering degree and technology teaching license. The purpose of this investigation was to ascertain the differences between technology teachers from this program and traditionally trained technology teachers. In particular, how each group incorporates the engineering design process in classroom assignments. Design briefs were gathered from pre-service teachers who graduated from the aforementioned program and compared to design briefs of practicing technology teachers around the United States. The engineering design process was used to develop a rubric to compare the usage of engineering content between the two groups. It was found that students with 4 years of engineering training were more likely to use all steps of the engineering design process. Further examination illustrates that engineering trained technology teachers were significantly more likely to use mathematical and analytical methods to determine optimum solutions. In order for technology education teachers to effectively infuse engineering design into coursework, they need to be familiar and comfortable with the engineering sciences and the design process. With limited engineering design experience, technology teachers are not as likely to use optimization techniques involving mathematical and analytical reasoning. These concepts are critical for engineering students to be successful in college engineering programs and beyond.     

What pupils can learn from working with robotic direct manipulation environments

This study investigates what pupils aged 10–12 can learn from working with robots, assuming that understanding robotics is a sign of technological literacy. We conducted cognitive and conceptual analysis to develop a frame of reference for determining pupils’ understanding of robotics. Four perspectives were distinguished with increasing sophistication; “psychological”, “technological”, “function”, and “controlled system”. Using Lego® Mindstorms® NXT robots, as an example of a Direct Manipulation Environment, we developed and conducted a lesson plan to investigate pupils’ reasoning patterns. There is ample evidence that pupils have little difficulty in understanding that robots are man-made technological and functional artifacts. Pupils’ understanding of the controlled system concept, more specifically the complex sense-reason-act loop that is characteristic of robotics, can be fostered by means of problem solving tasks. The results are discussed with respect to pupils’ developing technological literacy and the possibilities for teaching and learning in primary education.     

Re-constructing the Construction Kit -- Re-constructing Childhood: A Synthesis of the Influences which have Helped to Give Shape and Form to Kit-based Construction Activities in the Primary School Classroom

Construction-based activity in schools is an essential part of the design and technology curriculum. This paper examines issues behind the evolution of construction kit based activity with a particular focus on some of the individuals who have invented construction kits in the course of the last two hundred years. Consideration has been given to the range of possible influences in their lives that may have shaped the creation of new kits -- especially childhood experiences with contemporary early construction kits. The historical development and properties of construction kits are mainly explored from a structural perspective. This revised version was published online in July 2006 with corrections to the Cover Date.     

New Zealand secondary technology teachers’ perceptions: “technological” or “technical” thinking?

Technology education in the New Zealand context has seen significant change since it’s inception as a technical subject. The changing nature of the subject in New Zealand secondary schools is influenced by some teachers’ preoccupation with the making of quality product outcomes, rather than their enactment of the curriculum, which conceptualises a wider remit. Research into the perceptions of technology teachers’ interpretation and enactment of the curriculum suggests that to enable change, teachers need to adopt a form of “technological thinking”, in support of their “technical thinking”. Technological thinking is a notion presented to support teachers to explore a range of differing pedagogical approaches and learning outcomes, reflective of the intent of the New Zealand curriculum, which aims to foster learning environments that are innovative and responsive to students’ social and academic needs.     

Integrating innovation skills in an introductory engineering design-build course

Modern engineering curricula have started to emphasize design, mostly in the form of design-build experiences. Apart from instilling important problem-solving skills, such pedagogical frameworks address the critical social skill aspects of engineering education due to their team-based, project-based nature. However, it is required of the twenty-first century engineer to be not only technically competent and socially and culturally aware, but also innovative and entrepreneurial. This paper discusses a reformulated first-year engineering course at the University of Pretoria, which was adopted 6 years ago to better address the required innovation skills of engineering students. This design-build-innovate course employs a unique creative problem-solving strategy in designing and building solutions to set technological problems. The students further investigate the provisional patenting of their design concepts. Mini business plans are developed and the students participate in a university- and in a national innovation competition. This introductory engineering course has been successful as measured by overwhelmingly positive student feedback, several provisional patents, and a number of small start-up companies that emanated from the students’ work.     

The paradigm of utilizing robots in the teaching process: a comparative study

This paper discusses a comparative study of the effects of using a humanoid robot for introducing students to personal robotics. Even if a humanoid robot is one of the more complicated types of robots, comprehension was not an issue. The study highlighted the importance of using real hardware for teaching such complex subjects as opposed to relatively cheap simulation environments. While the field of robotics is still in its infancy it benefits from a “wow” effect that can be utilized to positively influence the education of new specialists in this field. This comparative study, done at the Polytechnic University of Bucharest, highlights the educational benefits of this idea. Two groups of students took part on a completely volunteer basis in an “introduction to personal robotics” workshop. While one group only worked with simulators on computers, the other group was also given access to real robots in addition to the simulators. This allowed them to test their programs on a real platform and tweak them to compensate for differences between the virtual world and the real world. This second group had consistently and considerably better results than the first group.     

Factors that Influence Children's Developing Perceptions of Technology

Two instruments designed to ascertain children's conceptions of ‘technology’ were given to 315 English children in Years 2–6. A subset of 81 children and their teachers were interviewed. Responses to the same instruments were collected from 745 Western Australian children in the same year groups. Subsequently their teachers and 164 Australian children were interviewed. The Australian and English children had a similar range of concepts to explain technology, but the frequency of concepts varied. The results suggest that the stages of developing an inclusive concept of technology are mainly chronological, but the rates vary with individuals depending on a number of inter-related factors including home and school influence, ability, gender and opportunity to discuss ideas. Examination of these factors suggests there is a need for specific curriculum provision in technology based on adequate in- service training of teachers, which should also clarify the differences between science and technology. Children also need to be enabled to clarify their ideas through focused activities. This revised version was published online in August 2006 with corrections to the Cover Date.     

Robotics projects and learning concepts in science, technology and problem solving

This paper presents a study about learning and the problem solving process identified among junior high school pupils participating in robotics projects in the Lego Mindstorm environment. The research was guided by the following questions: (1) How do pupils come up with inventive solutions to problems in the context of robotics activities? (2) What type of knowledge pupils address in working on robotics projects? and (3) How do pupils regard or exploit informal instruction of concepts in science, technology and problem solving within a project-based program? Data collection was made through observations in the class, interviews with the pupils, observations of the artifacts the pupils had constructed, and analyses of their reflections on each project. The study revealed that the pupils had often come up with inventive solutions to problems they tackled by intuitively using diverse kinds of heuristic searches. However, they encountered difficulties in reflecting on the problem solving process they had used. In robotics projects, the pupils deal primarily with qualitative knowledge, namely, the ability to identify specific phenomena in a system or factors that affect system performance. The study also showed that pupils are likely to benefit from implementing informal instruction on concepts in science, technology and problem solving into a project-based program. This type of instruction should take place in the context of pupils’ work on their projects, and adopt a qualitative approach rather than try to communicate in the class procedural knowledge learned by rote.     

Knowledge,firm boundaries,and innovation: Mitigating the incumbent's curse during radical technological change

We explore the relationship between a firm's organization and its ability to face a radical technological change. We suggest that, during such a change, the presence of both in‐house upstream knowledge and downstream market linkages, within a firm's boundary, has its advantages. We test our predictions in the context of the robotics industry where manufacturers of mechanically controlled “brawny” robots, which were valued mainly for their payload capacity, faced the advent of electrically controlled “brainy” robots that emphasized accuracy and repeatability. We find that “preadapted” firms—the ones with prior relevant technological knowledge and with access to internal users of “brainy” robots—were the innovation leaders in the emerging new technology but were laggards in the old technology. Copyright © 2014 John Wiley & Sons, Ltd.     

A branch and bound algorithm for sub-contractor selection in agile manufacturing environment

Partnership and partner selection play a key role for “Opportunity Driven” project contractors in agile manufacturing environment. In this paper, we present an investigation on the partner selection problems with engineering projects. Firstly, the problem is described by a 0–1 integer programming with non-analytical objective function. It is proven that the partner selection problem is a type of earliness and tardiness production planning problems. By introducing the concepts of inefficient and ideal candidates, we propose the theory of solution space reduction which can efficiently reduce the complexity of the problem. Then, a branch and bound algorithm embedded project scheduling is developed to obtain the solution. The approach was demonstrated by the use of an experimental example drawn from a construction project of coal fire power station. The computational results have been found to be satisfactory.     

Should humans work?

Should humans work? A simple question at a time when the advent of AI, automation and robotics claims a privileged position in the future of work. The question is perplexing and confusing however once we enquire into the meaning of technology and work as such: some claim that human jobs and well-being might be threatened by technological advances while others predict an increase in high skilled demand.In short, we claim that standard debates obfuscate the question. That is, while animating the debate, standard arguments are instrumental to avoiding confrontation with the fundamental relation between humans, technology and work, namely, our position regarding what to do with technology and work, i.e. humans are “absent” in an “advancing” environment. We propose that focusing debates on the advantages and disadvantages of the development of advanced technology with the potential to do any human task does not necessarily clarify the situation, but rather unveils the obscurity of our relationship with technology by illuminating the lack of clarification.     

Examining fidelity of program implementation in a STEM-oriented out-of-school setting

In the United States and many other countries there is a growing emphasis on science, technology, engineering and mathematics (STEM) education that is expanding the number of both in-school and out-of-school instructional programs targeting important STEM outcomes. As instructional leaders increasingly train teachers and facilitators to undertake new STEM focused programs, it will become especially important for these leaders to understand the concept of program fidelity, which seeks to examine the alignment between how a program is designed to be implemented and how that program is actually implemented in the field. This article discusses an exploratory study examining program fidelity within the geospatial and robotics technologies for the twenty-first century (GEAR-Tech-21) project, which is an out-of-school program teaching educational robotics and geospatial-related STEM concepts, across more than 20 different states, as funded by the National Science Foundation. The study results identified relationships related to program fidelity that were identifiable across various instructional modules, and associated with specific training and content characteristics.