Abstracts
Abstract
To enhance how educators use robotics to support the development of STEM and 21st century competencies, we report findings from focus groups and interviews with 133 elementary teachers and 46 elementary students, 19 video-recorded classroom observations, and a teacher survey from Ontario, Canada. We find that teachers use robotics in a variety of ways to support the development of cognitive, interpersonal, and intrapersonal skills. Despite the potential benefits, our participants identified several factors that limit the adoption of robotics teaching and learning on a wider scale, including insufficient curriculum and assessment integration, resources, and professional development and support. We provide practical policy guidelines to support the broader integration of robotics and reflect on how these recommendations may inform teaching and learning in a (post-) COVID-19 classroom.
Keywords:
- robotics,
- STEM,
- teachers,
- teaching,
- 21st century competencies,
- elementary education
Résumé
Dans le but d’améliorer la façon dont les éducateurs utilisent la robotique pour soutenir le développement des compétences du XXIe siècle et des STIM, nous rapportons ici les résultats de groupes de discussion et d’entretiens individuels avec 133 enseignants et 46 élèves du primaire, de 19 observations de vidéos enregistrées en classe et d’un sondage auprès des enseignants effectué en Ontario, au Canada. Nous constatons que les enseignants utilisent la robotique de diverses manières pour soutenir le développement des compétences cognitives, interpersonnelles et intrapersonnelles. Malgré les avantages potentiels, nos participants ont identifié plusieurs facteurs qui limitent l’adoption de l’enseignement et de l’apprentissage de la robotique à plus grande échelle. Notamment, l’intégration insuffisante dans les curriculums et les évaluations, une pénurie de ressources, et un manque de développement et de soutien professionnel. Nous suggérons des directives politiques pratiques pour soutenir l’intégration plus efficace de la robotique, et considérons la manière dont ces recommandations pourraient éclairer l’enseignement et l’apprentissage dans une salle de classe (post) Covid-19.
Mots-clés :
- robotique,
- STIM,
- enseignants,
- enseignement,
- compétences du XXIe siècle,
- enseignement primaire
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