Legos
LEGO Robotics in the Classroom:
An Ethnographic Study of Implementing the Technology into the Classroom
Mid-term paper CD 145
Morgan Hynes
April 6, 2005
Abstract Innovations in technology are making their way into the classroom. There are different schools of thought on if or how these innovations should be used, and can be many obstacles to overcome to implement new technologies. In this paper, I take an ethnographic look at one such innovation, LEGO robotics, and discuss the discourse that accompanies implementing such an innovation. The paper discusses the idealized vision for this educational tool and how it is actually realized in the classroom. I use observations from 4th-8th grade classrooms, conversations with teachers, and a teacher survey to paint the picture of LEGO robotics implementation in the classroom. Issues that arise in classroom management such as, LEGO kit management, student and group management, curricular content management are discussed in some detail to further illustrate how the innovation becomes realized in the “real world.” LEGO robotics can be an extraordinary tool sparking children’s interest in science and technology. I would fully endorse them for classroom use and wrote this paper as reference for teachers embarking on such an adventure.
Introduction
Technology has shown a potential to transform what and how students learn in and out of the classroom. Innovations in technology have already significantly transformed the way society conducts business, communicates, and operates on a daily basis. Businesses and people are continuously being trained and developed in new technologies so they can keep pace in this innovation-focused society. The social change we have experienced with the pervasion of the computer over the last few decades has put pressure on the educational system in our country. Industry and society have an increased demand for
An Ethnographic Study of Implementing the Technology into the Classroom
Mid-term paper CD 145
Morgan Hynes
April 6, 2005
Abstract Innovations in technology are making their way into the classroom. There are different schools of thought on if or how these innovations should be used, and can be many obstacles to overcome to implement new technologies. In this paper, I take an ethnographic look at one such innovation, LEGO robotics, and discuss the discourse that accompanies implementing such an innovation. The paper discusses the idealized vision for this educational tool and how it is actually realized in the classroom. I use observations from 4th-8th grade classrooms, conversations with teachers, and a teacher survey to paint the picture of LEGO robotics implementation in the classroom. Issues that arise in classroom management such as, LEGO kit management, student and group management, curricular content management are discussed in some detail to further illustrate how the innovation becomes realized in the “real world.” LEGO robotics can be an extraordinary tool sparking children’s interest in science and technology. I would fully endorse them for classroom use and wrote this paper as reference for teachers embarking on such an adventure.
Introduction
Technology has shown a potential to transform what and how students learn in and out of the classroom. Innovations in technology have already significantly transformed the way society conducts business, communicates, and operates on a daily basis. Businesses and people are continuously being trained and developed in new technologies so they can keep pace in this innovation-focused society. The social change we have experienced with the pervasion of the computer over the last few decades has put pressure on the educational system in our country. Industry and society have an increased demand for
References: Bers, M., Ponte, I., Juelich, K., Vera, A., & Schenker, J. (2002). Teachers as Designers: Integrating Robotics in early Childhood education. Information Technology in Childhood Education, 123-145. Bers, M., & Urrea, C. (2000). Technological Prayers: Parents and Children Working With Robotics and Values. In A. Druin & J. Hendler (Eds.), Robots for Kids: Exploring New Technologies for Learning Experiences. New York: Morgan Kaufman. Bertram, B. (1993). Innovation and Social Change. In B. Bertram, T. W. Batson & J. K. Peyton (Eds.), Network-based Classrooms: Promises and Realities (pp. 9-32). Cambridge, England: Cambridge University Press. Papert, S. (1980). Mindstorms: Children, Computers, and Powerful Ideas. New York: Basic Books. Papert, S. (1987). Computer Criticism vs. Technocentric Thinking. Educational Researcher, 16(I). Rogers, C., & Portsmore, M. (2004). Bringing Engineering to Elementary School. Journal of STEM Education, 5(3-4), 17-28.