Chapter 1 – Constructionism and robotics in education.
School of Pedagogical and Technological Education (ASPETE). Teacher Education on Robotics-Enhanced Constructivist Pedagogical Methods. Mikala Hansbøl, University College SjællandĪlimisis, D. The paper draws on international research and examples from the author’s own research into education for children and young people diagnosed with autism spectrum disorders, drawing on teachers’ and the students’ interests in working with ICT (e.g. The paper discusses how robot technologies as learning resources have been related to the field of autism and education, and argues for a need to further expand the areas of application in the future, with a focus on children and young people diagnosed with autism spectrum disorders, their ICT interests and engagement in innovative and creative learning. The field of education and robot technologies involves several very different educational approaches to supporting young people’s learning and development. At the moment in Denmark, many municipalities are initiating trials, investing in and engaging a diverse range of robot technologies in both daycare and schools. The 2015 NMC Technology Outlook report providing a technology outlook on Scandinavian schools places robotics and programming within a four to five year time-to-adoption period. Within only a few years, internationally and in Denmark, the focus on educational service robots and educational robotics has become more widespread. The field of robot technologies and education is rapidly evolving. Robot technology, social robotics, educational robots, educational robotics, autism, education, learning design Resumé Education Lab - forskningsprogram for teknologi og uddannelsesdesign
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