Ebook: Control Technology in Elementary Education

Control technology is a new learning environment which offers the opportunity to take up the economic and educational challenge of enabling people to adapt to new technologies and use them to solve problems. Giving young children (and also adults) easy access to control technology introduces them to a learning environment where they can build their knowledge across a range of topics. As they build and program their own automata and robots, they learn to solve problems, work incollaboration, and be creative. They also learn more about science, electronics, physics, computer literacy, computer assisted manufacturing, and so on. This book, based on a NATO Advanced Research Workshop in the Special Programme on Advanced Educational Technology, presents a cross-curricular approach to learning about control technology. The recommended methodology is active learning, where the teacher's role is to stimulate the learner to build knowledge by providing him/her with appropriate materials (hardware and software) and suggestions to develop the target skills. The results are encouraging, although more tools are needed to help the learner to generalize from his/her concrete experiment in control technology as well as to evaluate its effect on the target skills. The contributions not only discuss epistemological controversies linked to such learning environments as control technology, but also report on the state of the art and new developments in the field and present some stimulating ideas.

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Control technology is a new learning environment which offers the opportunity to take up the economic and educational challenge of enabling people to adapt to new technologies and use them to solve problems. Giving young children (and also adults) easy access to control technology introduces them to a learning environment where they can build their knowledge across a range of topics. As they build and program their own automata and robots, they learn to solve problems, work incollaboration, and be creative. They also learn more about science, electronics, physics, computer literacy, computer assisted manufacturing, and so on. This book, based on a NATO Advanced Research Workshop in the Special Programme on Advanced Educational Technology, presents a cross-curricular approach to learning about control technology. The recommended methodology is active learning, where the teacher's role is to stimulate the learner to build knowledge by providing him/her with appropriate materials (hardware and software) and suggestions to develop the target skills. The results are encouraging, although more tools are needed to help the learner to generalize from his/her concrete experiment in control technology as well as to evaluate its effect on the target skills. The contributions not only discuss epistemological controversies linked to such learning environments as control technology, but also report on the state of the art and new developments in the field and present some stimulating ideas.

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Control technology is a new learning environment which offers the opportunity to take up the economic and educational challenge of enabling people to adapt to new technologies and use them to solve problems. Giving young children (and also adults) easy access to control technology introduces them to a learning environment where they can build their knowledge across a range of topics. As they build and program their own automata and robots, they learn to solve problems, work incollaboration, and be creative. They also learn more about science, electronics, physics, computer literacy, computer assisted manufacturing, and so on. This book, based on a NATO Advanced Research Workshop in the Special Programme on Advanced Educational Technology, presents a cross-curricular approach to learning about control technology. The recommended methodology is active learning, where the teacher's role is to stimulate the learner to build knowledge by providing him/her with appropriate materials (hardware and software) and suggestions to develop the target skills. The results are encouraging, although more tools are needed to help the learner to generalize from his/her concrete experiment in control technology as well as to evaluate its effect on the target skills. The contributions not only discuss epistemological controversies linked to such learning environments as control technology, but also report on the state of the art and new developments in the field and present some stimulating ideas.
Content:
Front Matter....Pages I-IX
Front Matter....Pages 11-11
Knowledge Representation and the Learning Process: Taking Account of Developmental Features and Support Features in Interactive Learning Environments....Pages 13-25
Reasoning Involved in Control Technology....Pages 27-41
Cognitive Spectacles....Pages 43-49
Language Control Language: Control Microworlds of the Mind....Pages 51-70
What Role Is There for Control Technology in Learning with Computational Expressive Media?....Pages 71-82
Front Matter....Pages 83-83
Robotics and Telecommunication (Experience of the Ecole Active de Malagnou in Geneva Within the Framework of a Computerized Educational Environment)....Pages 85-94
Could the Robotics/Control Technology Be an Interdisciplinary Tool in School?....Pages 95-102
Control Technology and the Creative Thinking Process for Teachers and Students....Pages 103-106
Integrating the Use of LEGO-LOGO into the Curriculum of a Primary School: A Case Study....Pages 109-117
An Aesthetic of Learning Environment Design....Pages 119-131
Situation Graphs as Tools for Ordering of Students’ Thinking and Understanding of Actual Existing Servo Mechanisms....Pages 133-150
Problems Associated with Getting Control Technology Working in Schools....Pages 151-159
Promoting Active Learning: A Pragmatic Approach....Pages 161-166
Workshops and Discussion about Educational Situations....Pages 167-169
Educational Uses of Control Technology....Pages 173-182
Measuring some Cognitive Effects of Using Control Technology....Pages 183-213
Front Matter....Pages 239-239
Workshops....Pages 217-231
Hands-on Control Technology with New LEGO Dacta Tools....Pages 233-238
A New Development of Control Technology....Pages 241-252
A Data Acquisition System in a Learning Environment....Pages 253-264
Front Matter....Pages 239-239
Concurrent Control for Children....Pages 265-277
Learning Mode in the Exploration of Parallelism in Pedagogical Robotics....Pages 279-288
ActNet - A Heterogeneous Network of Actors for Learning of Parallelism, Communication, and Synchronization....Pages 289-307
Back Matter....Pages 309-314

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Control technology is a new learning environment which offers the opportunity to take up the economic and educational challenge of enabling people to adapt to new technologies and use them to solve problems. Giving young children (and also adults) easy access to control technology introduces them to a learning environment where they can build their knowledge across a range of topics. As they build and program their own automata and robots, they learn to solve problems, work incollaboration, and be creative. They also learn more about science, electronics, physics, computer literacy, computer assisted manufacturing, and so on. This book, based on a NATO Advanced Research Workshop in the Special Programme on Advanced Educational Technology, presents a cross-curricular approach to learning about control technology. The recommended methodology is active learning, where the teacher's role is to stimulate the learner to build knowledge by providing him/her with appropriate materials (hardware and software) and suggestions to develop the target skills. The results are encouraging, although more tools are needed to help the learner to generalize from his/her concrete experiment in control technology as well as to evaluate its effect on the target skills. The contributions not only discuss epistemological controversies linked to such learning environments as control technology, but also report on the state of the art and new developments in the field and present some stimulating ideas.
Content:
Front Matter....Pages I-IX
Front Matter....Pages 11-11
Knowledge Representation and the Learning Process: Taking Account of Developmental Features and Support Features in Interactive Learning Environments....Pages 13-25
Reasoning Involved in Control Technology....Pages 27-41
Cognitive Spectacles....Pages 43-49
Language Control Language: Control Microworlds of the Mind....Pages 51-70
What Role Is There for Control Technology in Learning with Computational Expressive Media?....Pages 71-82
Front Matter....Pages 83-83
Robotics and Telecommunication (Experience of the Ecole Active de Malagnou in Geneva Within the Framework of a Computerized Educational Environment)....Pages 85-94
Could the Robotics/Control Technology Be an Interdisciplinary Tool in School?....Pages 95-102
Control Technology and the Creative Thinking Process for Teachers and Students....Pages 103-106
Integrating the Use of LEGO-LOGO into the Curriculum of a Primary School: A Case Study....Pages 109-117
An Aesthetic of Learning Environment Design....Pages 119-131
Situation Graphs as Tools for Ordering of Students’ Thinking and Understanding of Actual Existing Servo Mechanisms....Pages 133-150
Problems Associated with Getting Control Technology Working in Schools....Pages 151-159
Promoting Active Learning: A Pragmatic Approach....Pages 161-166
Workshops and Discussion about Educational Situations....Pages 167-169
Educational Uses of Control Technology....Pages 173-182
Measuring some Cognitive Effects of Using Control Technology....Pages 183-213
Front Matter....Pages 239-239
Workshops....Pages 217-231
Hands-on Control Technology with New LEGO Dacta Tools....Pages 233-238
A New Development of Control Technology....Pages 241-252
A Data Acquisition System in a Learning Environment....Pages 253-264
Front Matter....Pages 239-239
Concurrent Control for Children....Pages 265-277
Learning Mode in the Exploration of Parallelism in Pedagogical Robotics....Pages 279-288
ActNet - A Heterogeneous Network of Actors for Learning of Parallelism, Communication, and Synchronization....Pages 289-307
Back Matter....Pages 309-314
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