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
Use of digital tools by English language schoolteachers期刊論文
Understanding and planning for informal learning space development: A case study in Hong Kong期刊論文
Tian Shi (Timing) Di Li (Context) Ren He (Human capital): A new theoretical framework for analyzing the implementability of imported early childhood practices and making a case for a hybrid model期刊論文
The structure of interpersonal teacher behaviour in Hong Kong secondary schools期刊論文
The perspective of new managerialism on changes in Hong Kong's self-financing post-secondary education institutions: Progress, challenges and outlook期刊論文
The impact of e-learning technologies on entrepreneurial and sustainability performance期刊論文
The effect of conceptions of learning and prior online course experiences on students’ choice of learning spaces for synchronous online learning during COVID-19期刊論文
The complexities of mathematical knowledge and beliefs within initial teacher education: An analysis of three cases期刊論文