Challenges Associated with Robotics Implementation in K-12 Education
What is STEM?
Defining and implementing STEM education has become a challenge to the K-12 education (Kimmel, Burr-Alexander, Hirsch, Rockland, Carpinelli & Aloia, 2014). To many, STEM education is a good idea, but still quite vague, thus creating difficulties for teachers to connect Stem-based activities into task design. Further, professional development in interdisciplinary task design has not been received by many K-12 teachers (Kimmel, Carpinelli, Burr-Alexander & Rockland, 2006). Without these learning opportunities, the knowledge and skills required to integrate technology and engineering concepts cannot occur.
Defining and implementing STEM education has become a challenge to the K-12 education (Kimmel, Burr-Alexander, Hirsch, Rockland, Carpinelli & Aloia, 2014). To many, STEM education is a good idea, but still quite vague, thus creating difficulties for teachers to connect Stem-based activities into task design. Further, professional development in interdisciplinary task design has not been received by many K-12 teachers (Kimmel, Carpinelli, Burr-Alexander & Rockland, 2006). Without these learning opportunities, the knowledge and skills required to integrate technology and engineering concepts cannot occur.
Where is Robotics in the Program of Studies?
Due to the recent emergence of robotics and its potential for education, these devices are still "On the Horizon" for implementation (Adams Becker, Freeman, Giesinger Hall, Cummins & Yuhnke, 2016). In fact, in many contexts, robots are not even mentioned in curriculum (Chevalier, Riedo & Mondada, 2016). Because of this, teachers hesitate to consider integrating robots into course design, unless it is a robotics class.
What about time? Where are the resources?
With robotics not being integrated into many curriculums, teachers struggle to find the time to effectively integrate these devices into their practice. As with most educational technologies, if dedicated time is not carved out to allow for idea generation and resource development, teachers will struggle to adopt new learning tools (Kimmel et al., 2006). Research conducted on the educational application of robotics identifies specific areas of needs for teachers. These needs include:
Due to the recent emergence of robotics and its potential for education, these devices are still "On the Horizon" for implementation (Adams Becker, Freeman, Giesinger Hall, Cummins & Yuhnke, 2016). In fact, in many contexts, robots are not even mentioned in curriculum (Chevalier, Riedo & Mondada, 2016). Because of this, teachers hesitate to consider integrating robots into course design, unless it is a robotics class.
What about time? Where are the resources?
With robotics not being integrated into many curriculums, teachers struggle to find the time to effectively integrate these devices into their practice. As with most educational technologies, if dedicated time is not carved out to allow for idea generation and resource development, teachers will struggle to adopt new learning tools (Kimmel et al., 2006). Research conducted on the educational application of robotics identifies specific areas of needs for teachers. These needs include:
- the need for educational material (Chevalier et al., 2016; Kimmel et al., 2014; Kradolfer, Dubois, Riedo, Mondada & Fassa; 2014)
- the need for teacher training (Chevalier et al., 2016)
- the need for instructional strategies proven effective (Kimmel et al., 2014)
- time to find out how to use robots in topical areas (Chevalier et al., 2016; Kradolfer et al., 2014; Schwartz, 2014)