Watching, creating and achieving: Creative technologies as a conduit for learning in the early years
Watching, creating and achieving: Creative technologies as a conduit for learning in the early years
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观看、创造和实现：创意技术作为早期学习的渠道
DOI：
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发表时间：
2012
影响因子：
6.6
通讯作者：
J. Howell
中科院分区：
文献类型：
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作者：
S. McDonald;J. Howell
这篇文章描述了在一个充满识字和计算机会的创造性环境中，机器人技术作为一种工具在早期课堂上帮助发展技术技能。该试点项目说明了三个阶段的过程如何导致发展：(1)新出现的识字和算术能力，(2)弱势早期学习者的数字获取和(3)基本工程概念。这项试点研究由16名学生组成，年龄在5岁零6个月到7岁之间，历时6周。在此期间，学生们被介绍并参与到通过使用商业机器人包来创造机器人和简单机器的过程中。该试验围绕三个不同的阶段进行设计：建模、探索和评估。这些阶段为学生接触技术和班主任发展自己的技能提供了脚手架。这种特殊的机器人套装的使用是澳大利亚独一无二的，是早年独有的，并将动手、精细电机的开发与21世纪的学习联系在一起。这篇论文的研究人员和作者目前在澳大利亚天主教大学工作，参与的项目涉及创意、数字技术、正规教育早期的儿童、不同早期学习者的新兴识字和算术，以及科学、技术、工程和数学(STEM)科目的发展。[摘自作者]
This paper describes the use of robotics in an Early Years classroom as a tool to aid the development of technological skills in a creative environment rich with literacy and numeracy opportunities. The pilot project illustrates how a three-phase process can result in the development of: (1) emergent literacy and numeracy, (2) digital access for disadvantaged Early Years learners and (3) basic engineering concepts. The pilot study was conducted with a class of 16 students aged between 5 years and 6 months to 7 years, over a 6-week period. During this period, the students were introduced to and engaged in the creation of robots and simple machines via the use of a commercial robotics package. The pilot was designed around three distinct phases: modelling, exploring and evaluating. These phases provided scaffolding for the students to engage with the technology and for the class teacher to develop her own skills. The use of this particular robotics package is unique to Australia, unique to Early Years, and links hands-on, fine-motor development with 21st century learning. The researchers and authors of this paper are currently based at the Australian Catholic University and are involved with projects involving creative, digital technologies, children in the early years of formal schooling, emerging literacy and numeracy for diverse Early Years learners and the development of Science, Technology, Engineering and Mathematics (STEM) subjects. [ABSTRACT FROM AUTHOR]