Robotics and Information Technologies in Education: Four Countries from Alpe-Adria-Danube Region Survey

Autor/inn/en	Music, Josip; Bonkovic, Mirjana; Kružic, Stanko; Marasovic, Tea; Papic, Vladan; Kostova, Snezhana; Dimitrova, Maya; Saeva, Svetoslava; Zamfirov, Milen; Kaburlasos, Vassilis; Vrochidou, Eleni; Papakostas, George; Pachidis, Theodore
Titel	Robotics and Information Technologies in Education: Four Countries from Alpe-Adria-Danube Region Survey
Quelle	In: International Journal of Technology and Design Education, 32 (2022) 2, S.749-771 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Music, Josip)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-020-09631-9
Schlagwörter	Robotics; Information Technology; Technology Uses in Education; Higher Education; Foreign Countries; Teacher Attitudes; Parent Attitudes; Educational Technology; Bulgaria; Greece; Bosnia and Herzegovina; Croatia + Suchen Sie Ihr Suchwort? Robotertechnik; Informationstechnologie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Lehrerverhalten; Elternverhalten; Unterrichtsmedien; Bulgarien; Griechenland; Bosnia-Herzegovina; Bosnien-Herzegowina; Kroatien
Abstract	This paper presents the results of the survey that was conducted during 2018 in four countries: Bulgaria, Greece, Bosnia and Herzegovina and Croatia. The survey is a part of activities within the project "Increasing the well being of the population by RObotic and ICT based iNNovative education" (RONNI), funded by the Danube Strategic Project Fund (DSPF). The survey included two target groups: the teachers/experts and the parents; and the corresponding questionnaires (QR) were delivered to schools in each of the participating countries. A total of 428 subjects participated in the survey (231 parents and 197 teachers/experts). Seven hypotheses related to stakeholders attitudes and opinions were formed and tested in the work, showing highly favorable sentiment toward inclusion of robotics and information technology (IT) in the classroom but with some exceptions. The conclusions drawn, based on the analysis of the results, can be used for proposing strategies and methodologies aimed at boosting inclusion of IT in the teaching process, transferable across the regions to support effective learning as well as to identify possible problems with their implementation in relation to attitudes of stakeholders: teachers and parents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01