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Educational Robotics as a boundary object: Towards a research agenda

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Educational Robotics as a boundary object : Towards a research agenda. / Malinverni, Laura; Valero, Cristina; Schaper, Marie-Monique Anastasia; Garcia de la Cruz, Isabel.

In: International Journal of Child - Computer Interaction, Vol. 29, 100305, 09.2021.

Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaperJournal articleResearchpeer-review

Harvard

Malinverni, L, Valero, C, Schaper, M-MA & Garcia de la Cruz, I 2021, 'Educational Robotics as a boundary object: Towards a research agenda', International Journal of Child - Computer Interaction, vol. 29, 100305. https://doi.org/10.1016/j.ijcci.2021.100305

APA

Malinverni, L., Valero, C., Schaper, M-M. A., & Garcia de la Cruz, I. (2021). Educational Robotics as a boundary object: Towards a research agenda. International Journal of Child - Computer Interaction, 29, [100305]. https://doi.org/10.1016/j.ijcci.2021.100305

CBE

Malinverni L, Valero C, Schaper M-MA, Garcia de la Cruz I. 2021. Educational Robotics as a boundary object: Towards a research agenda. International Journal of Child - Computer Interaction. 29:Article 100305. https://doi.org/10.1016/j.ijcci.2021.100305

MLA

Malinverni, Laura et al. "Educational Robotics as a boundary object: Towards a research agenda". International Journal of Child - Computer Interaction. 2021. 29. https://doi.org/10.1016/j.ijcci.2021.100305

Vancouver

Malinverni L, Valero C, Schaper M-MA, Garcia de la Cruz I. Educational Robotics as a boundary object: Towards a research agenda. International Journal of Child - Computer Interaction. 2021 Sep;29. 100305. https://doi.org/10.1016/j.ijcci.2021.100305

Author

Malinverni, Laura ; Valero, Cristina ; Schaper, Marie-Monique Anastasia ; Garcia de la Cruz, Isabel. / Educational Robotics as a boundary object : Towards a research agenda. In: International Journal of Child - Computer Interaction. 2021 ; Vol. 29.

Bibtex

@article{76e500240b3b4a51a7dcc3c0c6426504,
title = "Educational Robotics as a boundary object: Towards a research agenda",
abstract = "Educational robotics has become each time more present in the educational experiences of children and young people. Nonetheless, often, the way in which robotics is introduced in educational settings has been considered as unnecessarily narrow. The paper aims at widening the scope of Educational Robotics and expanding the pedagogical possibilities of this field. To this end, the paper draws on the outcomes of two case studies carried out with primary and secondary school children aimed at investigating their views about robots. These studies allow framing and identifying five themes we believe are particularly relevant to rethink the pedagogy of Educational Robotics. Using these themes as cornerstones for reflection, we delineate a set of dimensions and paths to move Educational Robotics beyond the focus on technical skills but instead explore its potential as a boundary object to involve children in reflective processes around the ethical, social and cultural implications of emerging intelligent technologies.",
author = "Laura Malinverni and Cristina Valero and Schaper, {Marie-Monique Anastasia} and {Garcia de la Cruz}, Isabel",
year = "2021",
month = sep,
doi = "10.1016/j.ijcci.2021.100305",
language = "English",
volume = "29",
journal = "International Journal of Child - Computer Interaction",
issn = "2212-8689",
publisher = "Elsevier BV",

}

RIS

TY - JOUR

T1 - Educational Robotics as a boundary object

T2 - Towards a research agenda

AU - Malinverni, Laura

AU - Valero, Cristina

AU - Schaper, Marie-Monique Anastasia

AU - Garcia de la Cruz, Isabel

PY - 2021/9

Y1 - 2021/9

N2 - Educational robotics has become each time more present in the educational experiences of children and young people. Nonetheless, often, the way in which robotics is introduced in educational settings has been considered as unnecessarily narrow. The paper aims at widening the scope of Educational Robotics and expanding the pedagogical possibilities of this field. To this end, the paper draws on the outcomes of two case studies carried out with primary and secondary school children aimed at investigating their views about robots. These studies allow framing and identifying five themes we believe are particularly relevant to rethink the pedagogy of Educational Robotics. Using these themes as cornerstones for reflection, we delineate a set of dimensions and paths to move Educational Robotics beyond the focus on technical skills but instead explore its potential as a boundary object to involve children in reflective processes around the ethical, social and cultural implications of emerging intelligent technologies.

AB - Educational robotics has become each time more present in the educational experiences of children and young people. Nonetheless, often, the way in which robotics is introduced in educational settings has been considered as unnecessarily narrow. The paper aims at widening the scope of Educational Robotics and expanding the pedagogical possibilities of this field. To this end, the paper draws on the outcomes of two case studies carried out with primary and secondary school children aimed at investigating their views about robots. These studies allow framing and identifying five themes we believe are particularly relevant to rethink the pedagogy of Educational Robotics. Using these themes as cornerstones for reflection, we delineate a set of dimensions and paths to move Educational Robotics beyond the focus on technical skills but instead explore its potential as a boundary object to involve children in reflective processes around the ethical, social and cultural implications of emerging intelligent technologies.

U2 - 10.1016/j.ijcci.2021.100305

DO - 10.1016/j.ijcci.2021.100305

M3 - Journal article

VL - 29

JO - International Journal of Child - Computer Interaction

JF - International Journal of Child - Computer Interaction

SN - 2212-8689

M1 - 100305

ER -