16 SES 10 A, Current Trends and Challenges of Technologies in Education: From learning with MOOCs to using Minecraft at school (Part 1)
Symposium to be continued in 16 SES 11 A
In the 1970s, Seymour Papert’s constructionism entered the classroom in the form of Logo, a revolutionary programming language embodied by an innovative turtle robot that made it fun for children to learn. Besides teaching children about algorithms and logic, Papert proposed that learning is a creative process. When children “think with” the robot, they learn by doing, in a kind of “virtual hands-on” approach. That is, they construct abstractions by projecting themselves into a reflective space that facilitates abstraction. Whereas Logo and the turtle did not really catch on, Scratch and other reality simulation languages have gained popularity, and digital devices such as tablets have dramatically increased simulation spaces in the classroom, at relatively low cost. In homage to the demise of the visionary creator, this presentation reconsiders the genius of Logo and the turtle that delighted and inspired millions of children around the world. What lessons can we take away about the impacts on learning? The extensive research in the 1980s on Logo and more recently on Scratch and ScratchJr has not matched hoped-for results, which may have been unreasonably high. Nevertheless, studies should revisit the topic by exploring the methodological and procedural potential of new forms of simulation. Empirically, there is tangible evidence that simulations have enabled real progress in terms of teaching and learning abstract concepts. We therefore address the different ways of learning through simulation, including microcosms, games, and robotics. We present the results of a study on the impact of video gaming on academic learning, with a particular focus on students’ attitudes when interacting with the game. We also describe how robots are used with children affected with autism, and how the robot, therapist, and autistic child interact verbally and nonverbally. We conclude with the findings of a study on the use of simulation for medical training and the student–simulator relationship. We review this French experiment and propose some opportunities and limitations for educational simulation activities.
Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital games, design, and learning: A systematic review and meta-analysis. Review of Educational Research, 86(1), 79-122. Papert, S. (1987). “Computer Criticism vs. Technocentric Thinking.” Educational Researcher, 16(1), 22–30. Pardamean, B., Suparyanto, T., & Evelyn. (2015). Improving problem-solving skills through Logo programming language. New Educational Review, 41(3), 52-64. doi:10.15804/tner.2015.41.3.04 Vaca-Cardenas, Azucena, L., Bertacchini, F., Tavernise, A., Gabriele, L., Valenti, A., . . . Bilotta, E. (2015). Coding with Scratch: The design of an educational setting for elementary pre-service teachers. Paper presented at the Proceedings of 2015 International Conference on Interactive Collaborative Learning, ICL 2015, 1171-1177. doi:10.1109/ICL.2015.7318200
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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