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Designing, Developing, and Implementing a Course on LEGO Robotics for Technology Teacher Education
Article

, , University of Alberta, Canada

Journal of Technology and Teacher Education Volume 11, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Within a constructivist philosophy of learning, teachers, as students, are introduced to different perspectives of teaching with robotic technology while immersed in what Papert called a constructionist environment. Robotics allows students to creatively explore computer programming, mechanical design and construction, problem solving, collaboration, physics, motion, music-all within an active, enjoyable, and nonthreatening setting. The theoretical motivation for integrating robotics into the teacher education program comes from Jonassen's (2000) argument that technology tools can be viewed as cognitive tools or "Mindtools" that enhance the learning process. Students are given ownership for their learning within a constructionist environment and allowed to discover and make choices as they explore countless avenues for solving design challenges. Through the use of innovative LEGO® RoboLab™ technology, students learn various facets of problem solving while simultaneously mastering numerous mathematical and scientific concepts. This article describes a case study of a pilot teacher education course in robotic technology. The goal was to design and develop a course that provides current and prospective teachers with a solid understanding of robot design, construction, and programming-as well as a demonstration and understanding of teaching using constructionist pedagogical strategies.

Citation

Chambers, J.M. & Carbonaro, M. (2003). Designing, Developing, and Implementing a Course on LEGO Robotics for Technology Teacher Education. Journal of Technology and Teacher Education, 11(2), 209-241. Norfolk, VA: Society for Information Technology & Teacher Education. Retrieved November 18, 2019 from .

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