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Sustainable Educational Robotics. Contingency Plan during Lockdown in Primary School

Author

Listed:
  • Judit Alamo

    (Claret Las Palmas School, 35018 Las Palmas de Gran Canaria, Spain)

  • Eduardo Quevedo

    (Institute for Applied Microelectronics (IUMA), University of Las Palmas de Gran Canaria (ULPGC), 35017 Las Palmas de Gran Canaria, Spain)

  • Alejandro Santana Coll

    (Information and Communication Technologies Applied to Education Master’s Program, International University of Valencia (VIU), C/Pintor Sorolla 21, 46002 Valencia, Spain)

  • Samuel Ortega

    (Institute for Applied Microelectronics (IUMA), University of Las Palmas de Gran Canaria (ULPGC), 35017 Las Palmas de Gran Canaria, Spain)

  • Himar Fabelo

    (Institute for Applied Microelectronics (IUMA), University of Las Palmas de Gran Canaria (ULPGC), 35017 Las Palmas de Gran Canaria, Spain)

  • Gustavo M. Callico

    (Institute for Applied Microelectronics (IUMA), University of Las Palmas de Gran Canaria (ULPGC), 35017 Las Palmas de Gran Canaria, Spain)

  • Alberto Zapatera

    (Department of Educational Sciencies, University CEU Cardenal Herrera, C/Carmelitas 1, 03203 Elche, Spain)

Abstract

New technologies have offered great alternatives for education. In this context, we place robotics and programming as innovative and versatile tools that adapt to active methodologies. With the arrival of COVID-19 and lockdowns, physical resources were kept out of use, and the virtual lectures did not propose to incorporate these elements in a meaningful way. This recent situation raises as an objective of study the need to evaluate if robotics and programming are content that can be taught virtually in these circumstances, without physical resources and without face-to-face lectures. To do this, a mixed methodology consisting of questionnaires and interviews has been incorporated, aimed at primary education teachers, families, and primary education grade students. The results suggest that the virtualization of robotics and programming is a feasible and beneficial alternative for students, which allows the development of digital skills, while it is enhanced with the use of audiovisual materials and online resources. Even though face-to-face classes have other benefits not offered by virtualization, and teacher training needs to be up to the task to face this situation, it is a matter of time to respond to these situations and to guarantee a high-quality distance education.

Suggested Citation

  • Judit Alamo & Eduardo Quevedo & Alejandro Santana Coll & Samuel Ortega & Himar Fabelo & Gustavo M. Callico & Alberto Zapatera, 2021. "Sustainable Educational Robotics. Contingency Plan during Lockdown in Primary School," Sustainability, MDPI, vol. 13(15), pages 1-16, July.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:15:p:8388-:d:602692
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    References listed on IDEAS

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    1. Manuel Alejandro Betancourt-Odio & Andresa Sartor-Harada & Oscar Ulloa-Guerra & Juliana Azevedo-Gomes, 2021. "Self-Perceptions on Digital Competences for M-Learning and Education Sustainability: A Study with Teachers from Different Countries," Sustainability, MDPI, vol. 13(1), pages 1-12, January.
    2. Francisco Ruiz Vicente & Alberto Zapatera Llinares & Nicolás Montés Sánchez, 2020. "“Sustainable City”: A Steam Project Using Robotics to Bring the City of the Future to Primary Education Students," Sustainability, MDPI, vol. 12(22), pages 1-21, November.
    3. Azucena Barahona Mora, 2020. "Gamification for Classroom Management: An Implementation Using ClassDojo," Sustainability, MDPI, vol. 12(22), pages 1-15, November.
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