Teaching Todays Learner (Rothwell)

Running head: TEACHING TODAYS LEARNERS USING TOMORROWS TECHNOLOGY
Robotics Instruction: Teaching Todays Learners With Tomorrows Technology

Brian P. Rothwell
University of New England
February , 8, 2015
Abstract
Using robots or robotics systems in the classroom environment as a curriculum or as an
aid in assisting students learn is a relatively new venture and is not widely used. Because of
these two facts not much is known about robotics or how they can be used to teach in ways that
are highly engaging to students. This study is aimed at identifying the opinion about and what is
known by students and faculty at a high school about robotics where a robotics program is in
place. This knowledge ultimately was used to inform students and staff at the high schools
yearly Electives Fair. Data was used to determine what was known by staff and students prior
to the electives fair. Surveys were used in the Robotics course before and after the courses
instruction measuring student knowledge before and after the class. This data was used to
establish a focus for what topics would be covered during the robotics instructors presentation at
the Electives Fair. A second set of surveys was used after the fair to determine the
effectiveness of the presentation at the Electives Fair. It was determined that most staff and
students do not know what subject content can be taught and what the impacts can be on students
who take robotics. The topics that robots can teach is many moreover the study and the electives
fair are used to help create and maintain a viable and successful robotics program.
TEACHING TODAYS LEARNERS USING TOMORROWS TECHNOLOGY
Table of Contents
Introduction ..................................................................................................................................... 5
Problem Statement ...................................................................................................................... 5
Research Questions ..................................................................................................................... 6
Hypothesis................................................................................................................................... 6
Literature Review............................................................................................................................ 7
Summary ................................................................................................................................... 13
Methodology ................................................................................................................................. 13
Research Design........................................................................................................................ 15
Data Collection Plan ................................................................................................................. 16
Data Analysis ............................................................................................................................ 19
Sample Selection ....................................................................................................................... 19
Results ........................................................................................................................................... 21
Findings..................................................................................................................................... 22
Discussion ................................................................................................................................. 34
Limitations ................................................................................................................................ 34
Further Research ....................................................................................................................... 35
Action Plan.................................................................................................................................... 35
Conclusion .................................................................................................................................... 38
References ..................................................................................................................................... 40

Appendix ....................................................................................................................................... 42

Robotics Instruction: Teaching Todays Learners With Tomorrows Technology
Introduction
Robotics instruction is a rapidly growing curriculum that involves the creation and
programming of robots to solve problems. Robotics and the use of robots in education is
increasing in popularity all over the world. Robots are currently being used all over the world
for a multitude of different applications that vary from medical to military uses. Most people
think that robots are toys, have no idea what they could be used for or how they could be used
in a school classroom. The data from this study will be taken from middle and high school
students and faculty looking to see what they know about robotics and learn about what the
general opinion is about the use of robotics in education. The information from this study will
provide me areas of focus in which to attempt to increase knowledge around the middle and high
school that I teach at in order to develop a successful robotics program. Current class enrollment
is low compared to my others and students are asked with a questionnaire on the second day of
class about what they know about robotics and why they chose to sign up for the class.
Problem Statement
Most people do not know much about robotics programs in schools. Many teachers and
students have opinions that center around the idea that robotics is simply for fun and not taken
seriously or as an academic class. The other part of this research project is meant to address the
low enrollment numbers. These low numbers could be related to the lack of
understanding/knowledge of robotics. The goal of this study is to evaluate both staff and student
opinion so that the appropriate action can be made to educate the faculty and students if

necessary. If the data matches as predicted then appropriate action will be taken to eliminate the
lack of understanding of robots. Therefore the solution to the problem would be to inform those
who do not know or understand the benefits of robots or robotics programs in school.
Research questions
The main questions the research that is needed to be addressed are; What is generally
known about robotics in middle and high school education? What are the opinions of people who
havent and have taken a robotics class and about what they think robotics in education can be
used for. How can the school get more students to take robotics classes and what does the
faculty and Students know about the robotics class at our high school. The focus will be on why
there arent more students enrolling in our schools robotics classes. The thought is that students,
teachers and counselors will need to be educated on the benefits and how many students find
robotics to be entertaining and worthwhile and sign up for the classes.
Hypothesis
A questionnaire or survey will be conducted in the middle school and at the high school
buildings and a separate survey will be given to staff at both schools. Furthermore, an e-mail will
be sent to my colleagues urging them to participate. I believe that staff and students and staff
know little to nothing about robotics and the survey/questionnaire will give us accurate data to
set a baseline on what is known, not known and thought about robotics. I believe that there is a
general perception that robotics is for a specific type of student; either a mechanically inclined
student or a student who prefers to work with computers (programming). The idea that the
schools students and staff know little about robotics may lead to the intimidation of some
students to enroll in the classes. It is also thought that students may ignorantly believe that the

robots are toys and meant for younger students. I also believe that if staff and students can learn
more about the robots and robotics classes they would be more likely to sign up for classes.
Through the data gained through the surveys in class I will gain insight into why. Following the
analysis of the data I will put up posters throughout the school and could possibly have a robotics
awareness day centered on the data to help drum up interest and increase enrollment numbers.
Literature Review
Introduction: Background to the Study
Around the world many different robotics programs are emerging from classrooms as a
way to teach and engage students through hands on problem based activities for real world
applications. Many misinformed parents and educators have the belief that robots are expensive
yet interesting toys used by students. Countless schools and after school clubs around the globe
are utilizing Robotics competition and robotics to teach problem solving skills, build teamwork
strategies, engage students, and help youth transform abstract science, technology, engineering
and math (STEM) concepts into concrete real-world understanding. Teaching students to solve
real-world problems with robots has many benefits and is quickly becoming extremely popular
in middle school and high schools everywhere.
Robotics as an educational tool
Used for struggling students. Robots have left the laboratories and the manufacturing
assembly lines to find themselves on the front steps of education. There are a multitude of
benefits having robotics in the classroom. Many educators, administrators, parents and students

already understand that many students have difficulties with some of the hard to grasp concepts
of science, technology engineering and mathematics that are taught through traditional means.
Studies like Nugent, Barker, Grandgenett, & Adamchuk (2010.) state that this rich teaching tools
like robotics systems and robots not only stimulate the interest of students in concept that involve
STEM subjects but the students also seek out other opportunities after the program ends. Nugent
et al. (2010) feels that children are naturally curious with and can easily identify with robots
which allows for the student to be easily engaged making it an ideal tool for teaching. Robots
and robotics systems used in the classroom offers a practical hands-on and visual approach that
may also engage students with different learning styles and abilities than what is currently being
taught in the tradition classroom environment (Nugent, et al. 2010). Educators view it as an
ideal medium to teach especially for young male students previously labelled as troublesome or
easily distracted (Maud, 2008). In addition, robots can prove to be more attractive to female
students who werent previously interested in STEM concepts (Nugent, et al. 2010).
Motivating students through competition. Many educators would consider that
through the use of robotics, kids assimilate information in ways that the students do not even
know they are learning (Maud, 2008). Students are grouped in teams to accomplish a task or
challenge through which learning through cooperation occurs.
Anderman & Anderman, (2014)
state that a large body of research proves the effectiveness of cooperative learning approaches
(that occur in robotics team competitions) maintain and increase students motivation to learn, as
well as their achievement and state that students also enjoy school more. Cooperative learning
structures provide students with opportunities to be a viable part of a collaborative group, where
they must work together with roles and deadlines as well as personalities and preferences
(Dean, Hubblell, Pitler, Stone 2012). . The use of cooperative groups is also useful when

working with ethnically diverse students (Anderman & Anderman, 2014). Through the
competitive nature of students, they are motivated to seek the answers in order to win. This
provides student the avenue to even teach themselves. Many students would not realize that they
are developing a formal understanding of concepts like gear ratios and structural integrity
concepts, but ultimately do in order to gain a competitive edge over other groups. Students will
research and learn, apply that knowledge and create unique strategies to solve given tasks and
ultimately win.
Robotics competitions are growing in popularity and can engage students of various ages.
FIRST (For Inspiration and Recognition of Science and Technology) is a non-profit organization
created by inventor Dean Kamen to engage students and increase interest in engineering. This
after school program includes robotic competitions for children ages 6-18 that attracted more
than 300,000 youth and more than 120,000 Mentors, Coaches, and Volunteers from over 70
countries during just the 2012 season (Robinson and Stewardson 2012). According to Robinson
and Stewardson (2012) Robotic competitions can improve STEM content knowledge and these
competitions also extend beyond the content of technical challenges and into broader scientific
and social lessons such as team work and self-efficacy (p15).
Robots provide Experiential Learning
What is experiential learning? Experiential learning has been around for centuries,
Aristotle and Confucius both were well versed and spoke of experiential learning. Experiential
learning was then developed by many philosophers, psychologists and educators. Experiential
learning is a derivative of project based learning. According to Castledine, & Chambers (2011),
robotics problem solving activities have been shown to develop conceptual understanding of

topics, enhance student critical thinking skills, and promote higher-order learning in the domains
of science and math. According to Wiles & Bondi, (2011) Students working in PBL
environments learn to define problems clearly, develop alternate hypotheses, access and evaluate
data, alter hypothesis to accommodate new data, develop solutions that specifically fit
problems . Experiential learning uses a series of practical activities sequenced in such a way
that it is thought to enhance the educational experience for the student learner (Clark et al. 2010).
The experiential learning process starts with a person carrying out a particular action and then
observing the effect of the action in this particular situation. The second part of the three part of
experiential learning is to understand the effects in the particular case so that if the same action
was repeated in the same circumstances it would be possible to anticipate what would follow
from that action. The third step in the process would be to understand the general principle (or
conceptual framework) under which the particular instance falls (Clark et al. 2010).
Experiential Robots. Robotics activities that follow the experiential model begin with a
challenge or a problem to resolve. The robot is built and programmed to address the problem.
Students then test their robot and observe what it does. The student then evaluates the
effectiveness of their design and if necessary, repeats the testing process over and over until they
reach a desired result or until the instructor gives the students a due date. The student will then
demonstrate understanding of the concepts of the activity by successfully navigating the
problem. This demonstration of understanding proves not only that they understand the concepts
but allows them to prove that the concept is true in a hands-on problem solving approach.
According to Ernst (2010) These experiences span beyond mere environmental conditioning
and enter into personal assembly of meaning (p 31). This approach can help with retention of
concepts and often with high levels of engagement (Clark et al. 2010).
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Robotics in the Real World
Activities for robots to participate in the real world are increasing in number for a
variety of different purposes which include education, entertainment, medical, military,
exploration, transportation and of course manufacturing. Some robotic applications used for
entertainment purposes include human like robots that are used remotely to battle in robotic
competitions, autonomously (independent from human interaction) using communication
techniques act as a team to play soccer as seen in Robo-cup competitions, and some robots have
been programed to do dance moves that imitate humans. Robots can be used for medical
purposes like with the Davinci robot. This robot performs minimally invasive surgeries where
articulated robotic hands go places human hands cannot easily and also allows for patients to
have shorter recovery times. Motion assistive suits like the Japanese HAL, allow elderly people
who are currently unable to walk (due to muscle weakness) to not only walk but even climb up
stairs with ease. Military applications like unmanned predator drones that fly and robotic tanks
can conduct important military and intelligence missions far too dangerous for humans. One of
the most complicated and impressive autonomous robotic systems is through the use of a robotic
car called the google car which uses many sensors and a sophisticated Global Positioning System
(GPS) to drive itself down the road unmanned and in a completely safe manner. Some
manufacturing facilities like the Ford stamping plant in Buffalo, NY have nearly all positions
automated by robots, including an autonomous forklift system that utilizes magnets implanted in
the service pathways to transport materials by itself across the entire facility.
Many robotics programs incorporate challenges to solve problems that occur in the real
world. The new common core standards that are currently being used refer to the term real
world learning 49 times in the mathematics standards alone (Saldana, & Rodden 2012). The
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increasing demand for real world applications in schools and beyond is due mostly in part
because technology and innovation are responsible for at least half of U.S. economic growth.
Unfortunately U.S. students are considered less prepared than many other first- world nations in
math and science (Barker, & Ansorage 2007). To help solve this problem robotics are being used
to solve real problems and assist students succeed in math and science. Robotics based problemsolving activities provide opportunities to learn creativity through innovation (or building upon
what has already been invented) , communication, practice and collaboration, conducting
research, using information, thinking critically, solving problems, making decisions, and using
technology effectively and productively in ways that mirror the real-world work of scientists and
engineers, for whom robotics is of increasing importance (Gura, 2012). One high school
California in cooperation with the National Science Foundation (NSF) and two local colleges has
created a competition that involves high school teams creating underwater robots that simulate
those that are used to locate document and asses sunken vessels in the ocean (Barker, &
Ansorage 2007). This program has developed a huge amount of students interested in and
pursuing careers related to technology, robotics and engineering.
What topics can be learned through robotics?
The topics that can be covered through robotic technology are said to be limitless. They
can include the math and science involved with the geometry in structures, mechanics,
kinematics, alternating and direct current electricity, electronics, computer programming,
designing, the design process and problem solving to name a few. Some of the topics that can be
taught vary and are limited to the capability of the type of robot or platform (ex. Lego, Vex,
Arduino) and the age group and ability that its intended for. The robotic building platform or
type can also greatly vary in price from 30 dollars for the most basic robot that can show to 1000
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Vex classroom and competition super kit which is very sophisticated and could teach students
hundreds of robotics concepts.
Summary
Educators are constantly looking for new and engaging ways to teach students some of
the more abstract concepts of STEM. The use of robots is an effective real world teaching
tool that can peak a wide variety students interests that traditional methods fail to accomplish.
Competitions involving robotics can stimulate self-teaching through a natural competitive nature,
and can add a social element like teamwork to students. These important tools which may be
seen as toys in the eyes of many have been proven that they may hold the key to success for
students who may not be successful otherwise. In an ever increasingly technological world it
only makes sense to utilize technology that was always thought to exist only in the future educate
todays youth. Why would educators not choose a proven technology that aids in learning and
student favorite like robotics?
Methodology
The purpose of this study is to evaluate what is previously known and what opinions
students and staff have about Robotics and the use of robotics to help facilitate learning. The
information from the study will be used to inform students and faculty during an event called the
Electives Fair. The information provided during the study will assist in designing the
presentation given during the Electives Fair. The information will be taylored to help
maximize student and staff understanding what robotics are and how they can be used for
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education purposes. The understanding of the purpose of robots and robotics inn the classroom is
critical in order to grow a successful robotics program.
Problem Statement
The high school Robotics program needs to be a viable, successful and a programm that
supports and is being supported accross the curriculum. It is important to the viability of the
robotics program that is not misunderstood as a class that does not have value or purpose.
Research questions
The following research questions were created for this study: What is value or purpose do
robotics have in education/real world? What opinions do the highschool and middle school staff
and students have about the robotics program? What would make the program more successful?
Hypothesis:
The Hypotheses from the research questions were: The majority of the students and staff
know little to nothing about robots, robotic platforms, robotic applications, or the high schools
robotic program. They have misconceptions about the value of a program and how it can be
used to assist students learning not only about robotics but math and science. An increase of
student and staff awareness of the robotics program will assist the program at being successful.
The majority of the Students and staff believe that the robots used in the high school
robotics program are interesting toys and the class itself has little to no real value to the real
world or in other classes. An increase of student and staff awareness in regards of what robots
can be used for and how they could be used to help teach topics in multiple curriculums will
improve student and staff involvement.
The students would like to have a choice or some influence on what they would like to
learn or what they would like to participate in. If they have more say in what they learn or what
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activities they participate in the more interest they will have in enrolling in the class and
therefore enjoy it. Students would like to make robotics classes fun and engaging as well as a
rich learning environment.
Staff would like a class to support their own classes and that would help make moretheir
classes more successful. Teachers would like to see topics that they teach surface in robotics
class and would support the program more readily if there was cross curricular collaboration.
Research Design
It is extremely important that staff and students are aware of the capabilities/benefits of
the robotics program in order for it to be successful the high school. This understanding of the
true purpose of the robotics will enhance the programs success.
The primary purpose of this study is to evaluate the opinions of staff and students about
robots and the robotics before the electives fair and after the presentration of robot information
regarding the schools robotics program during the fair. The secondary purpose of the study is to
establish a means for collaboration between subject content areas. The third purpose of the study
is to discover what is needed to make the robotics classes more successful.
The research data that will be used in this study will be aquired through mixed methods
of both qualitative and quantitative data (Mills, 2014). . These questionaires/surveys will consist
of the majority of the questions based on likert scales (Mills 2014), with some fill in theblank
answers to receive more specific information. These method was chosen because I different
types of data were needed inorder to best understand the nature of the problem to establish an
appropriate intervention.
Intervention
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The planned intervention is to address the students and staff knowledge of robotics,
change negative opinions of robotics and build a successful robotics program. included the
intervention. The teacher researcher will find out what topics should be addressed for
presentation, focused on educating students and staff about what robotics can be used for (given
during the electives fair). The teacher researcher will aquire information for posters with
information about robotics correcting misconceptions that surround the robotics program (from
Data). The teacher researcher will establish working relations with fellow educators through
which cross curricular concepts could be taught. The teacher researcher will create
lessons/activities in robotics that can be fun, engaging, robust and can be student decided.
Data Collection Plan
Instruments. Six different questionnares/surveys probing four different sample groups
will be used to collect the studys data. They as follows; Robotics Questionnaire/Survey for
High School Staff (Appendix A), Robotics Questionnaire/Survey for Middle School Students
(Appendix B), Introduction to Robotics Questionnaire (Appendix C), Introduction to Robotics
End of Course Survey (Appendix D), Robotics Questionnaire/Survey for High School Students
(prior to electives fair) (Appendix E) and Robotics Questionnaire/Survey for High School
Students (after the electives fair) (Appendix f).
Description of Instruments and the Participants Involved (description of participants)
The Robotics Questionnaire/Survey for High School Staff (Appendix A) will be given to
all the staff with mailboxes at the high school. This information will establish baseline data on
the teachers opinions about robotics, their previous knowledge of robotics and willingness of
teachers to particiate in future endevours with robotics curriculum. This data will be used to
foster relationships across multiple curriculums.
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The Robotics Questionnaire/Survey for Middle School Students (Appendix B), will be
given to all 7th grade students that are currently taking introduction technology class in the
middle school. The primary purpose of this instrument is to establish data on whether or not
middle school students opinions on robotics vary from th students in the high school. The
secondary purpose of this instrument is to provide more data about opinions of students.
The Introduction to Robotics Questionnaire (Appendix C), will be given to all students in
the high school taking the Introduction to Robotics classes. It will be administered on the second
day of class, at the beginning of the semester. It is used to establish what students previous
knowledge/experience of robots are, what kind (if used before) and what they expect from the
class. This instrument has been given in the past and data has already been collected from two
previous courses.
The Introduction to Robotics End of Course Survey (Appendix D), will be given to all
students taking Introduction to Robotics classes. It will be given to the students at the end of the
semester. Its purpose is to evaluate the course by means of asking the students what they liked
about the class, what suggestions they had for improvement and whether they planned on taking
other robotics classes based on how the first course was for them. This instrument has been given
in the past and data has already been collected from two previous courses.
The Robotics Questionnaire/Survey for High School Students (prior to electives fair)
(Appendix E), will be given to students in the grades 8 through 11 who will be in attendance of
the schools elective fair. The instrument will be administered to these students a few days prior
to attending the fair. The surveys will be administered and collected by their teachers and
returned. This data will determine what information will be presented by the instructors that
will give a demonstration on robotics. The second part of this istrument Robotics
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Questionnaire/Survey for High School Students (after the electives fair) (Appendix F) takes the
same students and asks them data about what they learned from the electives fair. This data will
indicate what was learned from the electives fair and how much opinions change based on what
misconceptions were previously thought of robots in education. The questions from the first part
of the questionnaire are very similar to second part. The second part measures the changes of
opinion based on the changed answers. The total data of all of the instruments in this study
completely address or answer the research questions.
Table 1
Triangulation Matrix
Research
Questions
1. What value does
robotics have in the
real world/in
education?
2. What are the
opinions of people?
3. What would make
the program more
successful?
1
Pre-electives fair Survey
(HS students)
Introduction to Robotics
Questionnaire
Post-electives fair
Survey (HS Students)
Data Source
2
Post-electives fair
Survey (HS students)
Pre and post electives

fair Survey
Staff Survey
3
Middle school survey
And Staff Survey
Staff Survey
End of course Survey
Robotics
Validity.
The validity or the data acquisition instruments will be determined by four trusted peers.
A copy of each of the instruments has been given to peers to evaluate for validity. The peers
include: Mike Lepkyj, Technology Education Teacher, Ed Burrows, Technology Education
Teacher, Joe Sherman, Biology Teacher, Mark Cavenaugh, High School Principal.
After peer review, all four reviewees concluded that all of the instruments would have a
high level of internal validity. The internal validity determines the level at which the results are
accurate or true for the participants of the study (Mills, 2014). It was also determined by the peer
group that the external validity of the rsults was also very high. The external validity according
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to Mills is the degree that the results of the study are applicable to groups outside the study or the
research setting (2014).
Data Analysis Plan

The data for each instrument in the study will be analyzed seperately . Each data point for
each question will be entered into an excel spreadsheet and tallied. The tallied information will
be recorded and summarized and conclusions will be written for each document. All data will be
evaluated for accuracy by the same group of four individuals listed above in the validity section.
Sample Selection
The study consisted of 6 different surveys/ questionnaires. Each survey gathered data
from separate groups. Students who participated in the survey were asked not to participate in
the study (any of the surveys/questionnaires) if they had previously taken the courses Robotics I
or Robotics II.
The Faculty Survey was placed in the mail boxes of each member of the High school
teaching staff. I received twenty surveys back out of the mailboxes they were put into. The
consisted of four Mathematics teachers, three Art teachers, three Science teachers, one Music
teacher, two Social Studies teachers, one English teacher, two Physical Education teachers, one
Technology teacher, one Library/ Media specialist, one Health teacher and one Special
Education teacher. The teachers were asked to take the survey in order to evaluate the general
opinion of what faculty thinks of the robotics program.
The prior to and after electives fair surveys (considered 2 different surveys) were
printed on two sheets of paper stapled together and correspondingly numbered on each paper
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(example #1 and #1 were labeled on the first pair) and were numbered 1-200. The surveys were
placed in the mailboxes of the teachers who teach students who were eligible to attend the
electives fair. Teachers were given explicit instructions in both written form and by the teacher
conducting the study on how to appropriately administer the survey that was given to the
students. The teachers were instructed to administer the survey to the students the day before the
fair. The teachers were then instructed to give the students the second part of the survey the day
of the electives fair (one day later). The electives fair was only available to students in the
grades 8-11 who would be eligible to pick electives to take in the next school year 2015-16. The
students were then given an eight minute presentation by each of the electives teachers. The
students were then given 10 minutes to fill out the second part of the survey document labelled
After Electives Fair. 148 students returned completed surveys. This population (148 students
in grades 8-11) represented approximately 70 percent of the students attending the electives fair
event. These students were chosen to gauge the opinion of the students who have not taken
robotics therefore know very little about the program.
The robotics survey for middle school students was given to current 7th graders at the
middle school. These students are approximately half of the total students who are in the 7th
grade. These students are currently taking a half-year introduction to technology course split
between two teachers. The sample consisted of a total of 71 students with varying abilities.
Each student was given 10 minutes to complete the survey prior to the start of class. These
students were chosen for the study because they know very little about what the robotics
program and would not be attending the electives fair until the following year.
The Introduction to robotics questionnaire was given at the beginning of the year. It was
administered to students who were attending the Robotics I class on the second day of classes.
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23 students of varying abilities participated in the survey. All of the students were boys in the
grades 9-12. These students were chosen to determine their opinion about robotics prior to
taking the course
The End of course questionnaire (Robotics I) was given to the same students mentioned
in the previous questionnaire. Twenty-two of the previous 23 students participated in the study
because one student moved out of the district and was not able to participate. It was
administered to these students just prior to completing the robotics I course. These students were
selected to participate in this survey because they would know exactly what was learned/ taught
in the robotics I course.
Results
The added inclusion of technology into the district wide electives fair was a direct
intervention in an attempt to educate both staff and students in the importance and purpose for
robotics, as there has been a decreased enrollment within our technology department as a whole.
The added inclusion of technology/ robotics included an 8 minute presentation to both students
and staff in regards to program offers to students and the direct benefits of the program. The
robotics courses are newer and have had very low enrollment. The importance of robotics in
real-world applications has not been a focus of the district to drive student interest for
enrollment. In previous practices, the district has highlighted music and art during the electives
fair, while technology/ robotics has been represented on a very limited basis. The interventions
implemented in this study include not only the added presents of robotics & technology during
the electives fair, but also increased real-world instructional applications integrated into the
robotics course curriculum. Both interventions were hypothesized to increase student enrollment
and give heightened purpose to the importance of robotics.
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Considering the effects that both student and staff perspectives have on the enrollment
and instructional importance of robotics and technology, the data collection method used was in
the form of a survey method. In order to understand the opinion of robotics throughout the
district, quantitative data was collected from six different surveys that were given to four
different samples and at two different buildings. The surveys were placed in the mailboxes of
teachers, for the teachers to participate in, to gain understanding of their opinions. For students
who were eligible to participate in the study, teachers were given explicit instructions in both
written form and by the teacher conducting the study on how to appropriately administer the
survey that was given to the students. The results of the surveys/ questionnaires revealed
considerable insight into the opinion and lack of understanding of the districts students and staff
about the schools robotics program.
Findings
The quantitative data collected from the Middle school via the Robotics
Questionnaire/Survey for Middle School Students Appendix B was used as a baseline to help
support the data collected from the high school students one day prior to electives fair. 98% of
the students have never used robots before. At the middle school, the majority of the students in
the seventh grade technology classes believe that robots are educational (60%) yet they do not
believe that they can be used to teach math and science topics/concepts (68%) . They also
believed that robotics courses are intended for students who like to build things (74 %) and those
who like science fiction (61%). 31% of the middle school students that participated in the study
agreed that they did not like technology classes, 40% of them agreed that they would prefer to
take music or art classes, but 54% agreed that they would take a robotics class at the high school
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when they move to that building. Lastly, the majority of the participants (78%) would take
robotics if the classes would help them learn more about math or science.
Percentage of students surveyed
Figure A-1 Robotics Questionnaire/Survey for Middle School Students (questions #3,7,8,9)
100
90
80
70
60
50
40
30
20
10
0
Middle School Questionnaire/Survey

Agree
Dont know/No opinion
Disagree
Figure A-2 Robotics Questionnaire/Survey for Middle School Students (questions
10,11,12,13)
100
90
80
70
60
50
40
30
20
10
0
Middle School Questionnaire/Survey

Agree
Disagree
23

The quantitative data collected at the high school level from the participants who were
only deemed eligible (148) via the Robotics Questionnaire/Survey for High School Students
(Prior to the Electives Fair) Appendix E, was also used to establish baseline data prior to the
electives fair. Students eligible to participate were those who were physically able to take
Robotics I next school year between the grades of eighth to eleventh. Students who were not
eligible, were those who in those grade levels who were currently or had taken the robotics
course. Of these eligible students 95% of them had never worked with robotics before. At the
high school, the majority of the students in the study believe that robots are not educational
(66%) and they do not believe that they can be used to teach math and science topics/concepts
(56%) . The majority of the students had no opinion or did not know about whether robots were
interesting and complicated toys (43%). Students in the study also believed that robotics courses
are intended for students who like to science fiction (48%) and most of the students agree that
robotics are for students who like to build things (81%). Most of the students did not know or
didnt have an opinion about whether they would take a class but they dont have room in their
schedule (51%). The high school students who participated in the survey agreed (49%) that they
would take the class if they had a choice from a list of options. Lastly, the majority of the
participants in the high school study (51%) would take robotics if the classes would help them
learn more about math or science.
24

Figure B-1 Robotics Questionnaire/Survey for High School Students (prior to electives fair)
questions #3,5,7,9
questions
#8,9,10,11
High School Students

Questionnaire/Survey
(Prior to the Electives Fair)
100
50
0
Robotics
Robotics
I would
is
I would
for students
take
is for
take
astudents
robotics
a robotics
who like
who
class,
class
science
like
but
iftoII fiction
had
don't
build
a choice
have
thingsroom
of topics
in myfrom a list
schedule
of options
Agree
25

question #13
The third component of the study, the Robotics Questionnaire/Survey for High School
Staff (Prior to the Electives Fair) Appendix A collected quantitative data from twenty members
of the staff in the high school. The survey was taken from teachers of all content areas. To start
of the survey the staff was asked if they thought that the robotics curriculum could help teach
concepts from their subject and only two of the teachers answered yes, two teachers answered
maybe, the rest answered not sure or no. At the high school, the majority of the staff that
participated in the study agree that robots are not educational (40%) they disagree that they can
be used to teach and apply math principles (48%) and science principles (46%). They agree that
the robots in the robotics program are interesting and complicated toys yet 42 percent of them
didnt have an opinion or didnt know. Most of the faculty in the study (72%) agreed that the
robots were meant for kids who like science fiction and for students who like science fiction
26

(64%). Almost the entire staff disagreed that they would like to collaborate with the robotics
program to help with their classes (18/20 teachers), however they admitted that they would like
to take the robotics course if they were in high school (18/20 teachers). The teachers suggested
some resources that included ideas of fighting robots, dancing robots and racing robots as topics
of study for the robotics curriculum.
Figure C-1 Robotics Questionnaire/Survey for High School Staff (Questions 3,4,5, 7)
High School Staff Questionnaire/Survey

100
90
80
70
60
50
40
30
20
10
0
Agree
Dont know/No
opinion
27

Figure C-2 Robotics Questionnaire/Survey for High School Staff (Questions #8,9,10,11 )
High School Staff Questionnaire/Survey

100
80
60
40
Agree
Disagree
20
0
Robots Robots
are for
I would
students
are forlike
students
who
to collaborate
I would
likewho
science
take
likewith
robotics
to
fiction
build
the robotics
ifthings
I wereprogram
in school
The Introduction to Robotics Questionnaire Appendix C measured the opinions of the

students who were enrolled and were currently taking the Robotics I class on the second day of
class. 23 students participated in this survey and only two students admitted that they had used
robotics before. 16 of the students admitted that they were taking robotics because it sounded
fun, three students wrote that they might pursue a career, and two students stated that it fit in
their schedule. When asked what robotics could teach them, 19 of them answered I dont know
and the four other students left the spaces blank. Most of the students (15) answered that robots
are used to manufacture cars and other products we use, two students answered for fighting
and one answered for Tech Wars (a regional school technology competition). When the
students were asked what projects they were looking forward to, the answer was either sumo
28

bots (11 students) or I do not know (seven students) the rest were left blank. Again when
asked what would you like to learn about or participate in with your robot, they answer the same
with 11 students saying Sumo bots and seven students saying I dont know. The ideas that
the students came up with to help with the class were to have fighting robots, dancing robots and
racing robots.
Figure D-1 Introduction to Robotics Questionnaire (question #2)
Introduction to Robotics Questionnaire (students in

robotics classes)
9%
13%
70%
Figure D-2 Introduction to Robotics

Questionnaire (question #4)
Student admtted that they are taking

robotics because it sounded fun
Student admitted that they were taking
robotics because they hoped to persue
a career in it
Figure D-3 Introduction to Robotics

29
Figure D-4 ), Introduction to Robotics

Figure D-5 ), Introduction to Robotics

Questionnaire (question 7#)
Questionnaire
(students in robotics classes)
Questionnaire
(students in robotics classes)
What projects are you

looking forward to?
What would you like to
22%
48%
30%
Sumobots
I don't
know
no
answer
22%
48%
Sumobots
30%
The second component of the Introduction to Robotics Questionnaire is the End of

Course Questionnaire Appendix D was given at the end of the Robotics I course. Ninety percent
of the students were surprised to learn about the different things they could study in Robotics.
According to the students who participated in the study, the most fascinating things they learned
in Robotics were the military applications (52%), medical applications (38%) and uses of
nanobots (10%). In addition, the students felt that the part of the course they liked the best were
the robotic challenges (42%), programming of robots (25%) and field trips to Tech Wars (33%).
The students also gave suggestions within the questionnaire on ways to make the course better.
The highest frequency response (78%) was increased time for robotic challenges and
competitions. A smaller percentage of students (10%) stated that they felt the course should be a
full year, rather than a half year. The remaining students didnt offer suggestions, but rather said
the course was satisfactory as is. The final question on the questionnaire was in regards to taking
30

another robotics class after their experience with the current class. The overwhelming response
(96%), said they would indeed take the class again. The main response to support such answer
was that the class was fun (90%) and the remaining students who answered positively (10%),
said they learned a lot from the class. The students, who said they would not take another
robotics class (4%), stated that the reason was due to class scheduling conflicts.
Figure E-1 Introduction to Robotics
End of Course Survey (Question #4)



31
During the first phase of this study the data was analyzed from the surveys and topics of
concern were identified. These areas/topics were identified and addressed at the electives fair.
For eight minutes, information about robotics based on the data recorded from the five previous
surveys Appendix A, Appendix B, Appendix C, Appendix D and Appendix E were given
through the use of a PowerPoint presentation, through handouts, and through the explanation of
the benefits of robotics from the robotics teacher. After the electives fair presentation, the
participating students were given ten minutes to complete the Robotics Questionnaire/ Survey for
High School Students (After Electives Fair) Appendix F. Student opinions had changed
following the electives fair presentation and were seen through these survey results. Such results
included an increase in many areas. The students agreed to the following statement, Robotics
are educational (87%), Robots can be used to teach math and science (86%), I plan on taking
Robotics now that I know more about them (65%) and I could take robotics if I could choose
what we do with them (92%). The students disagree with the following statements, Robots are
interesting and complicated toys (67%), Robots are for fun or playing (45%), I planned on
taking Robotics before the electives fair (56%).
32

Figure F-1 Robotics Questionnaire/Survey for High School Students (prior to electives fair)
Questions #1,5,8,10
High School Students

Questionnaire/Survey
(After the Electives Fair)
100
80
60
40
20
0
Agree
Robotics is
educational
Robotics can be used

I plan on taking
I would take robotics
to teach math and robotics now that I if I could choose what
we do with them
science concepts
know more about
them
Figure F-2 Robotics Questionnaire/Survey for High School Students (prior to electives fair)
Questions 3,4,7
33

Discussions
Following the electives fair, where students and staff were informed about the benefits
and an application of Robotics, there was a dramatic increase in the number of students who
desired to take Robotics and who had favorable opinions about the applications of Robotics.
This clearly reflected the degree to which students gained knowledge directly from the electives
fair presentation, as the survey results indicated such dramatic increase. Furthermore, the staff
had a high number of favorable responses to the educational purposes and applications of
Robotics, as indicated through many post elective fair conversations and emails I received from
staff.
The most impactful data results came from the students who completed the Robotics I
course. The introduction and end of course questionnaires indicated an overwhelming
increase in student interest, satisfaction and desire to continue with similar studies in Robotics.
This data was extremely meaningful as it represented the students who actually took the course
and had favorable gains and appreciation after curriculum for the course contained increased
real-world instructional applications. It was also clear from the student responses, that they
desired more time with specific challenges and competitions, which again linked the course
material to real-world applications.
Limitations
The limitations of this project certainly would include student accuracy of responses,
which may pertain to honesty, non-responses or even student absences. In addition, some
students may not have taken the surveys as serious as others, which could be attributed to their
age or even lack of desire to participate in surveys in general. Longitudinal results are also
absent from this study due to the limitation of one semester to study such topics. I would like to
34

continue this study over the course of several years to gain deeper perspective on trends in such
data collected. I would also like to collect additional data, specifically from staff members,
regarding their reactions to the electives fair in the form of anonymous surveys. This would
allow me to gain perhaps more balanced, formal data from staff.
Further Research
Ongoing research will allow for further understanding into what is understood and how to
allow others to understand the benefits of robotics in education. The yearly electives fair will
continue to serve as a means to evaluate previous robotics knowledge, educate the staff and
student body and evaluate the effectiveness of the fair with future studies. The two surveys given
to students before and after taking the robotics class will remain a constant fixture as a way to
guide robotics instruction. This teacher researcher will also continue the inquiry to uncover what
makes students not enroll in the robotics curriculum and what topics would be needed in the
class to steer even more student toward taking robotics classes.
Action plan
The teacher researcher has identified robotics awareness as the logical next step in
order to continue to grow the robotics program in the high school. As an attempt to get the
school body exposed more to robotics and the robots that are currently being used in class an
assignment was created to help facilitate increasing the schools exposure and understanding.
This assignment called Focus on Exposure the students in the robotics curriculum have been
given the task of exposing the robotics program to the high school students. Students will begin
by creating newsletters, brochures and posters designed by student will hung in the hallway or
given to students during passing time between periods. Other student generated ideas to help
grow the program will also be considered.
35

Another way to increase the programs exposure is to collaborate with other teachers to
use robots to teach concepts from Math, Engineering, Physics and other sciences. Permission
has been granted from administration to gather the leads from entire faculty into a meeting about
robotics awareness. During this meeting the teacher researcher will give a demonstration using
the robots and will give these individuals a list of topics from their own curriculum that robots
can used to educate student outside the robots classroom. It will be proposed that the nonrobotics classes take a field trip down to the robotics lab to learn through the robots and get them
interested in what the class offers.
In addition to increasing the schools staff and students becoming more aware of the
purposes and benefits of robotics, the teacher researcher believes that family members of
students and community members should also become more educated on the subject. The idea
of a Robotics Awareness Day (RAD) has been proposed to the administrative team and has
been received well (however, no date has been set). During RAD, students will be able to come
to the robotics lab and see what robotics students do in class, watch videos of robotics
competitions that occurred in class and videos of the local FIRST robotics team. In addition to
seeing what can be done in class it has been proposed that the local FIRST robotics teams
traveling competition robot will be on display for students and staff to operate and ask questions
about the team. Also, there will be a stage presentation given by the robotic class in the
auditorium where the robots will be disguised as the high schools administration team (they will
actually have pictures on them) and several of the schools most popular teachers and will be
dancing to a current popular song. The RAD activities will also continue into the evening where
community members and families can come in and see what the school is up to (including an
encore presentation of the dancing robots).
36

Another way of increasing Robotics Awareness to family members of students taking
robotics is through the use of monthly newsletters. These letters will talk about what is currently
being done in the programs classes, show pictures of students current projects and explain the
purpose of the lessons. These will be sent home to the families of the students enrolled in
robotics classes.
I addition to robotics awareness, students have agreed that they want to choose what
topics they learn in class. Each student will be surveyed at the beginning of the semester. The
surveys will include a list of possible topics or challenges that have a brief description of what
they are/do. Each student will then chose which of these they would like to learn/participate in.
The direction of the class will be determined by what the class wants (according to the survey).
This is what has been determined to be a need to be in place in order for the class to be viable
and to have a successful program.
Table 2
Steps to Action Chart
Summary of
Findings of
Research
Questions
Recommende
d Actions
Persons
Responsible:
Who Needs to
Be Consulted or
Informed?
Who will
Timeline
Resources
Little is
known about
robotics
therefore
ignorant
opinions
arise
(students/
teachers)
Little is
known about
robotics
therefore
ignorant
opinions
arise
(teachers)
Student
Focus on
Exposure
assignment
Create
posters,
brochures and
newsletters
Teacher
Researcher
and Students
May 2015,
Poster board,
Cardstock,
Computer lab
Meeting with
department
leads to
establish
collaboration
opportunities
go over results
of study
In
Teacher
Researcher
Principal
Co-principal
Department leads
Teacher
Researcher
Principal
Co-Principal
May 14
Library Media
room,
Projector,
Robotics
Presentation
Teacher
Academic
Teacher
Date and
Robots
Monitor/
Collect data
Principal
Co-principal
Teacher
Researcher
December
2015,
May 2016
37

attitude that
robots are
toys and do
not have
value
Little is
known about
robotics
therefore
ignorant
opinions
arise
(Students,
community,
family
members)
Little is
known about
robotics
classes in the
High school
Students
want control
or choice in
what is
learned in
class
collaboration
with math and
science
teachers
lessons and
activities will
be shared
using robots
Robotics
awareness day
Researcher
Academic
Subject
Teachers
teachers
Principal
Co-Principal
Researcher
Principal
Co-Principal
Time needs
to be
coordinated
with
teachers
Learning
activities
aligned with
subject content
Teacher
Researcher,
Technology
teacher, CoPrincipal,
Student
volunteers
Entire faculty
Aministration
Team
Community
members
Families of
students
FIRST Robotics
team Joes
Average
Slackers
Teacher
Researcher
Principal
Co-Principal
Date and
time needs
to be
coordinated
with
Admin
team Fall
(2016)
Auditorium
Refreshments
FIRST robot
Classroom
robots
Pictures of
Admin and
staff
Class
newsletters
will be created
and sent home
to families of
students
enrolled in the
robotics
classes
Student
survey will be
conducted at
the beginning
of each
semester to
determine
direction of
each class
Teacher
Researcher
Admin team
Teacher
researcher
Monthly
Letterhead
Camera
Pictures of
students and
robots
Teacher
Researcher
Co-Principal
Teacher
researcher
At the
start of
each
semester
September
and
January
Introduction
to robotics
questionnaire
Conclusion
Robots and educational robotics is a new yet slowly becoming an intricate part of the
high school. Data has been discovered that little is known about what robots can be used for.
Many people including members of the faculty feel that robots are more for recreation than for
education. The previous study determined the extent to which people misunderstood robotics.
With the help of data collection tools, the electives fair was used as a tool to educate members of
38

the high school community. As indicated from the post electives fair data, peoples opinion of
robotics in education has changed dramatically. The process of integrating the robotics system
into other classes has begun and the potential for student success because of robots has become
even more optimistic. A plan is now in place to implement a new Robotics Awareness
initiative. This initiative includes a community member outreach and robotics demonstrations to
increase this awareness.
In addition to the initiative to the awareness, the creation of a viable and engaging
robotics program has also become priority. The data from the study has shown that in order for
the program to last for years to come, students need to continue to sign up for robotics classes.
One major theme that has been identified is the element of choice by the students. The students
will be given a list of possible topics and activities to choose from that will dictate the direction
of each class. Robotics has also now began the conversation of collaboration between the
technology and the math and science departments in order to stretch across curriculums.
Robots are soon to become an integral part of our personal lives in the near future. We
currently see them in education, military, manufacturing and even in medical applications. As
we look to the future we should be seeing what robotics integration could be in store. If we look
at new methods of educating our youth we can see the future lies in robotics education.
39
References
Anderman, E. M., & Anderman L. H. (2014). Classroom motivation. (2nd Edition) Upper Saddle
River, NJ: Pearson Education, Inc.
Barker, B. S., & Ansorge, J. (2007). Robotics as Means to Increase Achievement Scores in an
Informal Learning Environment. Journal of Research on Technology in Education, v39
n3(Spr 2007), 229-243.
Castledine, A., & Chambers, C. (2011). LEGO Robotics: An Authentic Problem Solving Tool?.
Design and Technology Education, v16(n3), 19-27.
Clark, R., Threeton, M., & Ewing, J. (2010). The Potential of Experiential Learning Models and
Practices In Career and Technical Education & Career and Technical Teacher Education.
Journal of Career and Technical Education, Vol. 25(No. 2, Winter), 46-62.
Dean, C. B., Hubbell, E. R., Pitler, H., Stone, B. (2012). Classroom instruction that works;
Research based strategies for increasing student achievement. (2nd Edition) ASCD,
Alexandria, Virginia, USA.
Gura, M. (2012). Lego Robotics: STEM Sport of the Mind. Learning & Leading with
Technology, v40 n1, 12-16.
40

Maud, I. (2008). Learning by Stealth--Robotics in the Classroom. Teaching Science, v54
n4(DEC), p54-55.
Mills, G. (2014). Action research: A guide for the teacher researcher / Geoffrey E. Mills. (5th
ed.; Pearson new international ed.). Upper Saddle River, N.J.: Pearson Education.
Nugent, G., Barker, B., Grandgenett, N., & Adamchuk, V. I. (2010). Impact of Robotics and
Geospatial Technology Interventions on Youth STEM Learning and Attitudes. Journal
of Research on Technology in Education, v42 n4, 391-408
Robinson, T. P., & Stewardson, G. A. (2012). Exciting Students through VEX Robotic
Competitions. Technology and Engineering Teacher , v72 n2(oct 2012), 15-21.
Saldana, M., & Rodden, L. (2012). Diving into Real World Challenges. Leadership, v42 n1(SepOct), 12-13.
Wiles, J., & Bondi, J. (2011). Curriculum development: A guide to practice (8th ed.). Upper
Saddle River, N.J.: Merrill/Prentice Hall.
41

Appendix A
Robotics Questionnaire/Survey for High School Staff
Appendix B
Robotics Questionnaire/Survey for Middle School Students
42
Appendix C
Introduction to Robotics Questionnaire
43
Appendix D
Introduction to Robotics end of course Survey
44
Appendix E
Robotics Questionnaire/Survey for High School Students (prior to electives fair)
45
Appendix F
Robotics Questionnaire/Survey for High School Students (After electives fair)
46
47

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Running head: TEACHING TODAYS LEARNERS USING TOMORROWS TECHNOLOGY

Robotics Instruction: Teaching Todays Learners With Tomorrows Technology

Running head: TEACHING TODAYS LEARNERS USING TOMORROWS TECHNOLOGY

TEACHING TODAYS LEARNERS USING TOMORROWS TECHNOLOGY

Running head: TEACHING TODAYS LEARNERS USING TOMORROWS TECHNOLOGY

Running head: TEACHING TODAYS LEARNERS USING TOMORROWS TECHNOLOGY

Running head: TEACHING TODAYS LEARNERS USING TOMORROWS TECHNOLOGY

Running head: TEACHING TODAYS LEARNERS USING TOMORROWS TECHNOLOGY

Running head: TEACHING TODAYS LEARNERS USING TOMORROWS TECHNOLOGY

Anderman & Anderman, (2014)

Running head: TEACHING TODAYS LEARNERS USING TOMORROWS TECHNOLOGY

Running head: TEACHING TODAYS LEARNERS USING TOMORROWS TECHNOLOGY

Running head: TEACHING TODAYS LEARNERS USING TOMORROWS TECHNOLOGY

Running head: TEACHING TODAYS LEARNERS USING TOMORROWS TECHNOLOGY

Running head: TEACHING TODAYS LEARNERS USING TOMORROWS TECHNOLOGY

Running head: TEACHING TODAYS LEARNERS USING TOMORROWS TECHNOLOGY

Running head: TEACHING TODAYS LEARNERS USING TOMORROWS TECHNOLOGY

Running head: TEACHING TODAYS LEARNERS USING TOMORROWS TECHNOLOGY

Running head: TEACHING TODAYS LEARNERS USING TOMORROWS TECHNOLOGY

Running head: TEACHING TODAYS LEARNERS USING TOMORROWS TECHNOLOGY

Pre and post electives

Running head: TEACHING TODAYS LEARNERS USING TOMORROWS TECHNOLOGY

Data Analysis Plan

Running head: TEACHING TODAYS LEARNERS USING TOMORROWS TECHNOLOGY

Running head: TEACHING TODAYS LEARNERS USING TOMORROWS TECHNOLOGY

Running head: TEACHING TODAYS LEARNERS USING TOMORROWS TECHNOLOGY

Running head: TEACHING TODAYS LEARNERS USING TOMORROWS TECHNOLOGY

Percentage of students surveyed

Middle School Questionnaire/Survey

Figure A-2 Robotics Questionnaire/Survey for Middle School Students (questions

Percentage of students surveyed

Middle School Questionnaire/Survey

Running head: TEACHING TODAYS LEARNERS USING TOMORROWS TECHNOLOGY

Running head: TEACHING TODAYS LEARNERS USING TOMORROWS TECHNOLOGY

Percentage of students surveyed

High School Students

Running head: TEACHING TODAYS LEARNERS USING TOMORROWS TECHNOLOGY

Running head: TEACHING TODAYS LEARNERS USING TOMORROWS TECHNOLOGY

Percentage of students surveyed

High School Staff Questionnaire/Survey

Running head: TEACHING TODAYS LEARNERS USING TOMORROWS TECHNOLOGY

Percentage of students surveyed

High School Staff Questionnaire/Survey

The Introduction to Robotics Questionnaire Appendix C measured the opinions of the

Running head: TEACHING TODAYS LEARNERS USING TOMORROWS TECHNOLOGY

Figure D-1 Introduction to Robotics Questionnaire (question #2)

Introduction to Robotics Questionnaire (students in

Figure D-2 Introduction to Robotics

Student admtted that they are taking

Figure D-3 Introduction to Robotics

Running head: TEACHING TODAYS LEARNERS USING TOMORROWS TECHNOLOGY

Figure D-4 ), Introduction to Robotics

Figure D-5 ), Introduction to Robotics

What projects are you

What would you like to

The second component of the Introduction to Robotics Questionnaire is the End of

Running head: TEACHING TODAYS LEARNERS USING TOMORROWS TECHNOLOGY

Figure E-2 Introduction to Robotics

Figure E-3 Introduction to Robotics

Figure E-4 Introduction to Robotics

Running head: TEACHING TODAYS LEARNERS USING TOMORROWS TECHNOLOGY

Running head: TEACHING TODAYS LEARNERS USING TOMORROWS TECHNOLOGY