STEM, Robotics, Mobile Apps in Early Childhood and Primary Education: Technology to Promote Teaching and Learning (Lecture Notes in Educational Technology)

Preface
Contents
About the Editors
1 Introduction
	References
Part I Early Childhood and Primary Education Teachers
2 Building from Scratch: Online Education Experiences of Early Childhood Education Teachers in Turkey
	2.1 An Unexpected Transformation in Education Practice
	2.2 Technology-Enhanced Learning in Early Childhood Education
	2.3 A Case Study with a Group of Early Childhood Teachers in Istanbul
		2.3.1 Participants of the Study
		2.3.2 Methodology
	2.4 Findings and Discussion
		2.4.1 Facing the “New Way” of Early Childhood Education
		2.4.2 Negotiating for the “New Way:” Parents, Administrators and Teachers
		2.4.3 How to Build an Online Classroom as “Apart but Together”
		2.4.4 Teachers’ Agency for Building from Scratch
	2.5 Conclusion: Learning from Online Education Experiences for the Future Pedagogies
	References
3 Empowering Early Childhood Teachers to Develop Digital Technology Pedagogies: An Australian Action Research Case Study
	3.1 Introduction
	3.2 Integration of Digital Technologies into Early years Education
	3.3 Action Research for Early years Teachers’ Professional Development
	3.4 A Cycle of Planning: Implementing Digital Technology Practices
	3.5 Methodology
	3.6 The Study: Exploring Digital Technology Integration in an Australian Early years Centre
		3.6.1 Emily’s Story
		3.6.2 Lauren’s Story
		3.6.3 Cait’s Story
		3.6.4 Lisa’s Story
	3.7 Emerging Themes from the teacher’s Shared Experience
		3.7.1 Learning About My Own Professional Learning
		3.7.2 Understanding children’s Engagement with Digital Technologies
		3.7.3 Critical Reflection and the Planning Cycle
		3.7.4 Intentionality and Planning to Integrate Digital Technologies
		3.7.5 Sharing Experiences with a Critical Friend.
	3.8 Discussion and Conclusion
	References
4 Integration of ICT in Science Education Laboratories by Primary Student Teachers
	4.1 Introduction
		4.1.1 Datalogging Systems
		4.1.2 Technology Integration
		4.1.3 Aim of the Study
	4.2 Theoretical Framework
	4.3 Method
		4.3.1 ICT Tools
		4.3.2 Data Collection and Analysis
	4.4 Results
		4.4.1 Integration of ICT
		4.4.2 Use of ICT in the Experiments
		4.4.3 Developing TPACK
		4.4.4 Views on Technology
	4.5 Discussion
	References
5 Engaging Pre-service Teachers and Children in STEM Through Educational Simulations
	5.1 Introduction
	5.2 Background
		5.2.1 Simulation-Based Learning
		5.2.2 Algodoo
	5.3 Method
		5.3.1 Research Design
		5.3.2 Participants
		5.3.3 Ethical Principles
		5.3.4 Training and Implementation
		5.3.5 Data Collection
		5.3.6 Data Analysis
	5.4 Findings
		5.4.1 Lesson Plans Including the Computer Simulations Prepared by the Pre-service Teachers
		5.4.2 Lesson Plans Prepared by the Preschool Pre-service Teachers
		5.4.3 Lesson Plans Prepared by the Primary School Pre-service Teachers
		5.4.4 Pre-service Teachers’ Written Memos on Algodoo-based STEM Applications
		5.4.5 Pre-service Teachers’ Views on Algodoo-based STEM Applications
		5.4.6 Preschool Pre-service Teachers’ Views on Algodoo-based STEM Applications
		5.4.7 Primary School Pre-service Teachers’ Views on Algodoo-based STEM Applications
		5.4.8 Students’ Views Regarding Algodoo-based STEM Applications
		5.4.9 Preschool Students’ Views on Algodoo-based STEM Applications
		5.4.10 Primary School Students’ Views on Algodoo-based STEM Applications
	5.5 Conclusion and Discussion
	5.6 Implications
	5.7 Limitations
	References
Part II STEM in Early Childhood Education
6 Digital Technology in Early STEM Education: Exploring Its Supportive Role
	6.1 Introduction
	6.2 Interdisciplinary Nature of STEM Education
	6.3 ICT as Supportive Tool in Early STEM Teaching and Learning
	6.4 Teachers’ Role in the STEM—Digital Technology Environment
	6.5 Concluding Remarks and Future Research Questions
	References
7 A Systematic Literature Review on STEM Research in Early Childhood
	7.1 Introduction
		7.1.1 Background
		7.1.2 STEM Research
	7.2 Methods
		7.2.1 Procedure
		7.2.2 Measurements
	7.3 Findings
	7.4 Discussion
	7.5 Conclusion
	References
8 Design Thinking and Digital Technologies in the Exploration of Science in Early Childhood Education
	8.1 Introduction
	8.2 Research Design
		8.2.1 Participants
		8.2.2 Methods and the Design Thinking Approach
		8.2.3 Ethics
		8.2.4 Analysis
	8.3 Discovery
	8.4 Interpretation
	8.5 Ideation
	8.6 Experimentation
	8.7 Evolution
	8.8 Discussion
	8.9 Limitations
	8.10 Conclusion
	References
9 Creative Learning with Technologies in Young Students’ STEAM Education
	9.1 Introduction
	9.2 Technology Education in Early Childhood
	9.3 Finnish Perspective on Young Students’ STEAM Education
	9.4 Methodology
		9.4.1 The Context and Participants: Implementing STEAM Through Inventing
		9.4.2 Data and Analysis
	9.5 Technological Dimensions in Pre-and Primary Schools’ Invention Projects
	9.6 Three Orientations in Young Students’ STEAM Education
	9.7 Discussion and Conclusion
	References
10 Virtual Learning Environment to Strengthen STEM Competencies in Preschool Children
	10.1 Introduction
	10.2 Background
		10.2.1 Early Childhood Education (ECE)
		10.2.2 Preschool Environments and Infant Education
		10.2.3 Incorporation of Video Games in Early Childhood Education
	10.3 Method
		10.3.1 Characteristics of the Participants
		10.3.2 Data Collection Tools
		10.3.3 Procedure
	10.4 Results
		10.4.1 NekuKids Learning Environment
		10.4.2 Testing of the Virtual Learning Environment and Mobile Application
	10.5 Conclusion-Discussion
	References
Part III Educational Robotics
11 From Construction Kits to Educational Robotics—Technology to Promote STEM Careers in Early Ages
	11.1 Introduction
		11.1.1 Construction Kits
		11.1.2 Construction Kits Between Toy and Tool
		11.1.3 Construction Kits Between Invention and Business
		11.1.4 Construction Kits and Life Course Research
		11.1.5 Construction Kits and Technology Socialization
	11.2 Related Work
		11.2.1 Related Work from the Classroom Perspective
		11.2.2 Related Work from the Historically Perspective
		11.2.3 Related Work from the Pedagogical Perspective
	11.3 Construction Kits as Educational Tools
		11.3.1 First Steps into Schools
		11.3.2 Comeback Through Computing
		11.3.3 Basics Still Alive
		11.3.4 Keep on Rolling
	11.4 Construction Kits to Promote STEM Careers
		11.4.1 Applications Retrospective
		11.4.2 Current Applications
	11.5 An Application in Formal Education
	11.6 Applications in Nonformal Education
	11.7 Discussion and Implications
	11.8 Future Research
	References
12 Taxonomy of Floor Robots for Working on Educational Robotics and Computational Thinking in Early Childhood Education from a STEM Perspective
	12.1 Introduction
	12.2 Educational Robotics and Computational Thinking in Early Childhood Education
	12.3 Floor Robots in the Context of Early Childhood Education
	12.4 Floor Robot Taxonomy. The FAREI Card
	12.5 Conclusions
	References
13 Teachers’ Attitudes on the Use of Educational Robotics in Primary School
	13.1 Introduction
	13.2 Educational Robotics
	13.3 Conceptual Clarifications: Teacher’s’ Attitudes—Perceptions
	13.4 Teachers’ Attitudes on the Use of Educational Robotics
	13.5 Goal—Research Questions
	13.6 Method
		13.6.1 Participants
		13.6.2 Instrument—Procedure
	13.7 Results
		13.7.1 Educational Robotics and Learning Improvement
		13.7.2 Developing Skills Through Educational Robotics
		13.7.3 Enhancing the Involvement of Teachers with Educational Robotics
	13.8 Discussion—Conclusion
	13.9 Limitations—Future Studies
	Appendix 1
	Appendix 2
	Appendix 3
	References
14 Aerial Robots: To Use or not to Use Them in Teaching and Learning?
	14.1 Introduction
	14.2 Characteristics of Drones
	14.3 Theoretical Framework
		14.3.1 Pre-service and In-service Teachers and Robotics
	14.4 Methodology
		14.4.1 Elicitation Study
		14.4.2 Main Study
		14.4.3 Statistical Analyses
	14.5 Results
		14.5.1 Intention and Attitudes of Pre-service and In-service Teachers
		14.5.2 Behavioral and Control Beliefs
		14.5.3 Skills Developed Through the Use of Drones During Teaching and Learning
		14.5.4 Subjects in Which Drones Can Be Used
	14.6 Discussion and Conclusions
		14.6.1 Pre-service and In-service Teachers’ Intention and Attitude
		14.6.2 Pre-service and In-service Teachers’ Behavioral and Control Beliefs
		14.6.3 Pre-service and In-service Teachers’ Perceptions on Skills
		14.6.4 Pre-service and In-service Teachers’ Perceptions on Subjects
		14.6.5 Differences Between Pre-service and In-service Teachers’ Intentions, Attitudes, Beliefs and Perceptions
		14.6.6 Limitations and Future Research
	References
Part IV Early Years Science Education
15 The Influence of Grouping on Young Students’ Learning While Coding: An Analysis of Talk in Different Pair Arrangements
	15.1 Introduction
	15.2 Research Questions
	15.3 Background
		15.3.1 Student Talk in Cooperative Groups
	15.4 Research Context and Student Organisation
		15.4.1 The Challenges
		15.4.2 Student Pairs
	15.5 Methods
		15.5.1 Data Collection and Sampling
		15.5.2 Analysis Framework
		15.5.3 Data Coding and Analysis
	15.6 Results
	15.7 Discussion
		15.7.1 Limitations and Conclusion
	Appendix 1
	Appendix 2
	Appendix 3
	Appendix 4
	References
16 Messing with Maltesers and Magnets: Toward a Theorization About Affordances Using Tablet Technology in Inquiry Teaching and Learning
	16.1 Introduction
	16.2 Affordances, Inquiry and Theoretical Framing of the Study
		16.2.1 Adopting an Ecological Perspective of Affordances
		16.2.2 Scientific Inquiry
	16.3 Methodological Approach
	16.4 Research Design
	16.5 Participants
	16.6 Data Collection
		16.6.1 Observations (Classes with and Without Tablet Technology)
		16.6.2 Interviews
	16.7 Data Analysis
	16.8 Ethics
	16.9 Findings
		16.9.1 Observations of the Learning with and Without a Tablet
		16.9.2 Teacher Interview
		16.9.3 Students’ Views Elicited Through Interviews
	16.10 Discussion
	16.11 Conclusion
	References
17 Digital Storytelling in Early Mathematics Education
	17.1 Introduction
	17.2 Method
		17.2.1 Participants
		17.2.2 Data Collection Tools and Data Analysis
		17.2.3 Digital Mathematics Stories Training for Teachers
	17.3 Results
	17.4 Discussion
	17.5 Conclusion
	Appendix
	References
18 The Future of Interaction: Augmented Reality, Holography and Artificial Intelligence in Early Childhood Science Education
	18.1 Introduction
	18.2 A Programme for the Chapter
	18.3 Supporting Development: Vygotsky’s Notion of ZPD
	18.4 Tools and Mediation
	18.5 Tools Available for Children in Early Childhood to Learn Science
		18.5.1 Augmented Reality Apps
		18.5.2 Holography in Early Childhood Science Education
		18.5.3 Artificial Intelligence in Early Childhood Science Education
	18.6 Discussion
		18.6.1 An Example of an AI-Based Tool Offering Scaffolding—Learning Robots
		18.6.2 An Example of an AR App Offering Scaffolding—Night Sky
		18.6.3 An Example of the Simplified Holographic Tools for Visualisation
	18.7 Conclusion
	References
19 Let’s Get Cellphilming! Expanding the Use of Participatory Visual Methods with Young Children
	19.1 Introduction
	19.2 Participatory Visual Methodologies (PVM) and Young Children
	19.3 Children and Mobile Devices
	19.4 Cellphilm as a PVM
	19.5 A Mosaic Approach to Working with Children
	19.6 Reflexive Accounts of Working with Young Children to Create Cellphilms: A Pilot Experience
	19.7 Cellphilm Story 1: Jeli and Joshua’s Experience with Cellphilming
		19.7.1 Joshua’s Reflections
	19.8 Cellphilm Story 2: Marie and Prudence—From Home to the International Cellphilm Festival
		19.8.1 Prudence’s Reflections
	19.9 Learning as We Go Along
	19.10 Some Guidelines to Use Cellphilms with Young Children
	19.11 Conclusion
	References
Part V Gamification—Play-Based Learning
20 A Maths Serious Game for Mobiles: A Study on Design and Development
	20.1 Introduction
	20.2 Serious Games
	20.3 Mobile Serious Games
	20.4 Serious Games for Math
		20.4.1 Available Research on Serious Games for Math
	20.5 Goal—Purpose of the Research
	20.6 Method
		20.6.1 Research Model
		20.6.2 Participants
		20.6.3 Data Collection Tool
		20.6.4 Instrument—Procedure
		20.6.5 Applying Usability Testing
	20.7 Results
	20.8 Discussion-Conclusion and Recommendations
	References
21 Digital Games for STEM in Early Childhood Education: Active Co-playing Parental Mediation and Educational Content Examination
	21.1 Introduction
	21.2 Literature Review
		21.2.1 STEM in Early Childhood Education
		21.2.2 Mobile Applications for STEM
		21.2.3 Parental Mediation
	21.3 Method
		21.3.1 Working Group
		21.3.2 Data Collection Tool
		21.3.3 Data Collection
		21.3.4 Data Analysis
		21.3.5 Qualitative Data Analysis Reliability
		21.3.6 Findings
		21.3.7 The Digital Game’s Purpose
		21.3.8 The Digital Game’s Content
		21.3.9 Violence in the Digital Game
		21.3.10 Safe Digital Gaming
		21.3.11 Observing Children
		21.3.12 Detection of Communication
		21.3.13 Playing Games Together
		21.3.14 Effects of Digital Games
		21.3.15 Seeking Expert Opinion
		21.3.16 Digital Games’ Support for Education
	21.4 Digital Games’ Educational Content
		21.4.1 The First Theme is STEM-Based Digital Games
		21.4.2 Sub-theme 1: Science-Based Digital Games
		21.4.3 Sub-theme 2: Technology/Coding-Based Digital Games
		21.4.4 Sub-theme 3: Engineering-Based Digital Games
		21.4.5 Sub-theme 4: Mathematics-Based Digital Games
	21.5 Conclusion and Discussion
	References
22 Introducing Digital Technologies into Play-Based Learning in Early Childhood
	22.1 Introduction
	22.2 Play-Based Learning and STEM Education
	22.3 Embodied Cognition and STEM
	22.4 Tangible Coding Technologies—Beebots
	22.5 Aims of the Project
	22.6 Method
		22.6.1 Deductive Thematic Analysis
		22.6.2 Case Study Kindergartens
		22.6.3 Kindergarten A—Metropolitan Kindergarten
		22.6.4 Kindergarten B—Rural Kindergarten
		22.6.5 Kindergarten C—Regional Kindergarten
		22.6.6 Research Design
	22.7 Results
		22.7.1 Kindergarten A—Snakes and Ladders
		22.7.2 Analysing the Play—Applying the IEF
		22.7.3 Kindergarten B—Maze Runners
		22.7.4 Analysing the Play—Applying the IEF
		22.7.5 Kindergarten C—Block Play
		22.7.6 Analysing the Play—Applying the IEF
	22.8 Discussion
	22.9 Limitations and Future Directions
	References
Part VI Parents−Families Perceptions and Engagement with Technology
23 A Comparison of Turkish and Greek Parental Mediation Strategies for Digital Games for Children During the COVID-19 Pandemic
	23.1 Introduction
	23.2 Literature Review
		23.2.1 COVID-19 and Technology for Children
		23.2.2 Parental Mediation Strategies
		23.2.3 The Present Study
	23.3 Method
		23.3.1 Working Group
		23.3.2 Data Collection Tool
		23.3.3 Validity and Reliability Study of the Data Collection Tool
		23.3.4 Data Collection
		23.3.5 Data Analysis
		23.3.6 Data Analysis Assumptions
		23.3.7 Findings
	23.4 Conclusion and Discussion
	23.5 Recommendations
	23.6 Limitations
	References
24 Equity Pedagogies for Preschool Family Engagement in Science and Engineering
	24.1 Introduction
	24.2 Issues of Equity and Diversity in Early Childhood STEM
	24.3 Engaging Families as Equity Pedagogy in Early Childhood STEM
	24.4 The Preschool Family Science and Engineering Nights
		24.4.1 Understanding the Context
		24.4.2 A Framework to Guide Pedagogical Approaches
	24.5 Equity Pedagogies to Support Family Engagement in STEM
		24.5.1 Developing a Knowledge Base About Cultural and Linguistic Diversity
		24.5.2 Including Ethnic and Cultural Diversity Content in the Curriculum
		24.5.3 Demonstrating Caring and Building Learning Communities
		24.5.4 Communicating with Culturally and Linguistically Diverse Students
		24.5.5 Responding to Ethnic Diversity in the Delivery of Instruction
	24.6 Discussion and Implications
		24.6.1 Implications for Educational Practice
		24.6.2 Implications for Future Research
	References
25 Perceptions About STEM and the Arts: Teachers’, Parents’ Professionals’ and Artists’ Understandings About the Role of Arts in STEM Education
	25.1 Introduction
	25.2 Theoretical Framework
		25.2.1 STEM and STEAM in Education
		25.2.2 Equity in STEM
		25.2.3 Teachers, Parents, and STEM Education
	25.3 Methodology
		25.3.1 Data Analysis
		25.3.2 Sample Composition
		25.3.3 Questions Asked During the Focus Groups Interviews
	25.4 Results
		25.4.1 Focus Groups Interview Results
	25.5 Discussion
	25.6 Conclusion
	References