期刊論文
Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception
- Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception
- British Journal of Educational Technology, 53(6), 1486-1510, 2022
- Wiley
- 2022
-
- Hong Kong
-
- 1997.7 onwards
-
- 學前教育
- The proliferation of screen-free programmable robotics allows teachers to implement age-appropriate integrated activities that can promote child learning and development. However, very scarce is known about the challenges of using programmable robots as a tool to empower children in minority communities. This mixed-methods case study examined a Free Quality Kindergarten situated in a low-income public housing estate in Hong Kong to explore the affordances and challenges of robot programming (RP) in early childhood education (ECE). Both quantitative and qualitative data were generated through videotaped observations, child assessments and teacher interviews to journey with the teaching team as they managed to implement the newly introduced RP curriculum. Child assessment evidence revealed that there was a statistically significant improvement in CT scores over 6 weeks of RP activities, while the pretest–posttest change of child self-regulation scores was nonsignificant. Video analysis results further revealed that children's interaction level with the robot kit significantly predicted the change of self-regulation over time. Qualitative results are presented to explicate the micro, meso and macro conditions that constrain the implementation of RP curriculum, including the following: (a) teachers' limited TPACK in RP education, (b) a disconnect between the RP curriculum and the school-based curriculum, (c) limited resources and (d) the Confucian tradition and cultural barriers. These illustrate the intricacies involved in the implementation of RP education to empower marginalized children in under-resourced ECE settings. This study will help bring systemic change to the ECE field by uncovering ecological difficulties in integrating new technologies to promote inclusiveness and sustainability for the future. Copyright © 2022 British Educational Research Association.
-
- 英文
- 期刊論文
-
- 00071013
- https://bibliography.lib.eduhk.hk/tc/bibs/ec4a052a
- 2023-02-06
最近的期刊論文
The role of the research environment and motivation in PhD students’ well-being: A perspective from self-determination theory期刊論文
Longitudinal associations between school engagement and bullying victimization in school and cyberspace in Hong Kong: Latent variables and an autoregressive cross-lagged panel study期刊論文
An investigation of longitudinal associations between psychological distress and student victimization by teachers期刊論文
Examining the relationships among teaching assistants’ self-efficacy, emotional well-being and job satisfaction期刊論文
Affiliation with delinquent peers as a mediator of the relationships between family conflict and school bullying: A short-term longitudinal panel study期刊論文
Which well-being elements are fundamental for early childhood educators in the Chinese context? A network analysis期刊論文
Leading digital transformation and eliminating barriers for teachers to incorporate artificial intelligence in basic education in Hong Kong期刊論文
Investigating university students’ digital citizenship development through the lens of digital literacy practice: A translingual and transemiotizing perspective期刊論文