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Full-Text Articles in Education
Supporting Early-Childhood Teachers With Integrating A Humanoid Robot To Enhance Learning, Kristen Gregory, Helen Crompton, Diane Burke
Supporting Early-Childhood Teachers With Integrating A Humanoid Robot To Enhance Learning, Kristen Gregory, Helen Crompton, Diane Burke
Teaching & Learning Faculty Publications
Anthropomorphic robots are increasingly being used as a technology in early childhood settings, and they have been found to enhance social interaction (Tanaka, Cicourel & Movellan, 2007), support foreign language development (Mazzoni & Benvenuti, 2015), and gain student attention and interest (Ioannou, Andreou & Christofi, 2015). Furthermore, integrating a humanoid robot can provide affordances across all domains of the Head Start Learning Outcomes Framework: approaches to learning; social and emotional development; language and communication; cognition; and perceptual, motor and physical development.
Humanoid Robots Supporting Children’S Learning In An Early Childhood Setting, Helen Crompton, Kristen Gregory, Diane Burke
Humanoid Robots Supporting Children’S Learning In An Early Childhood Setting, Helen Crompton, Kristen Gregory, Diane Burke
Teaching & Learning Faculty Publications
This qualitative study explored the affordances provided by the integration of the NAO humanoid robot in three preschool classrooms. Using the Head Start Early Learning Outcomes Framework as a lens, the researchers qualitatively analyzed data from focus groups, observations, field notes and student artifacts, using grounded coding to uncover language and communication, physical, cognitive and social–emotional learning experiences for children. The researchers also examined interactions between the robot, children and teachers to identify successes and challenges experienced during the integration. Findings indicate the robot provided opportunities for student development in all learning domains. Students were intellectually curious about the robot; …
Humanoid Robots Supporting Children’S Intellectual And Social Dispositions In An Early Childhood Setting, Helen Crompton, Diane Burke, Kristine Sunday, Peter Baker, Kristin Gregory, John Asija
Humanoid Robots Supporting Children’S Intellectual And Social Dispositions In An Early Childhood Setting, Helen Crompton, Diane Burke, Kristine Sunday, Peter Baker, Kristin Gregory, John Asija
Teaching & Learning Faculty Publications
This study explores the affordances provided by the use of the NAO robot in an early childhood classroom. Using the Head Start Early Learning Outcomes Framework as a guide, the researchers analyzed the interactions and relationships between teachers, students, and learning, and the unique curricular opportunities and outcomes provided by the NAO robot.
Primary Teachers' Knowledge And Knowledge Calibration Of Early Literacy Practices, Tami Al-Hazza, Charlene Fleener, Jane Hager
Primary Teachers' Knowledge And Knowledge Calibration Of Early Literacy Practices, Tami Al-Hazza, Charlene Fleener, Jane Hager
Teaching & Learning Faculty Publications
This research design was based on the knowledge calibration work by Cunningham, Perry, Stanovich, and Stanovich (2004). One hundred and forty-one full time teachers participated in a four day professional development workshop on research-based reading instruction. Participants were administered a three-part survey comprised of 1) demographic information 2) knowledge calibration items measuring perceived understanding of phonics, phonological awareness, and syllabication and 3) phonics pretest published in Self-Paced Phonics: A Text for Educators (2005). There were statistically significant differences between participants who rated their knowledge as high and those who rated their knowledge as low on the phonological and phonics items. …
Reviewing Software As A Means Of Enhancing Instruction, Marcus D. Childress, Guang-Lea Lee, Gregory P. Sherman
Reviewing Software As A Means Of Enhancing Instruction, Marcus D. Childress, Guang-Lea Lee, Gregory P. Sherman
Teaching & Learning Faculty Publications
A software review procedure developed by the authors is described. The procedure centers around a form that extends the functionality of traditional software evaluation forms by enhancing the use of the computer software in the early childhood classroom. The form encourages teachers to discover ways a piece of software can be integrated across disciplines and used as an anchor for instruction. Users of the review form are also encouraged to examine ways the software motivates the user to remain engaged in its use. The majority of the review form emphasizes the important role of the teacher in identifying outcomes or …