Collaboration by Design: Using Robotics to Foster Social Interaction in Kindergarten
Computers in the Schools Volume 30, Number 3, ISSN 0738-0569
Research shows the importance of social interaction between peers in child development. Although technology can foster peer interactions, teachers often struggle with teaching with technology. This study examined a sample of (n = 19) children participating in a kindergarten robotics summer workshop to determine the effect of teaching using a structured versus unstructured robotics curriculum on fostering peer-to-peer collaborative interactions. Results indicated that using a structured curriculum was associated with significantly less collaboration than an unstructured curriculum. Findings from this study indicated that to foster peer collaboration, a less structured learn-by-doing approach might be useful for teachers when integrating technology.
Lee, K.T.H., Sullivan, A. & Bers, M.U. (2013). Collaboration by Design: Using Robotics to Foster Social Interaction in Kindergarten. Computers in the Schools, 30(3), 271-281.
Cited ByView References & Citations Map
Marina U. Bers, Eliot-Pearson Department of Child Study and Human Development. Computer Science Department. Tufts University, United States; Carina González-González & Mª Belén Armas–Torres, Department of Computer Engineering and Systems, Spain
Computers & Education Vol. 138, No. 1 (September 2019) pp. 130–145
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.