Catlin and Blamires proposed the “Educational Robotic Application (ERA) Principles”. These 10 principles give researchers, designers, educators and teachers a way of evaluating and comparing educational robots and their activities. The ‘Pedagogical Principle’ was one of these ideas. It stated you could use many different developmental theories to view and describe the learning involved. It also identified 28 (now 29) different ways you could use a robot in a classroom. Catlin and Blamires did not give a satisfactory explanation of the these methods. This paper corrects this.
This chapter is a catalyst for encouraging educators to use robotics as a vehicle for multiliteracies. This chapter will provide compelling, practical evidence of multimodal nature of robotics, highlighting the potential of robotics to encompass any or all of the linguistic, spatial, visual and audio and gestural elements of multileteracies, as described by the New London Group (1996). The social and technological benefits of both genders arising from the integration of robotics into the curriculum, and their importance in a rapidly changing world are discussed, as is the need for educators to learn how to facilitate a learning environment that entices students to take risks and solve problems through the development of higher-order thinking skills. Robotics crosses curriculum boundaries, and engages and motivates students of all ages by making learning directed and real.
Editors Darren L. Pullen and David R. Cole.
This essay was published as the foreword to Seymour Papert’s book Mindstorms: Children, Computers, and Powerful Ideas (Basic Books, 1980). It describes a seminal experience as a 2 year-old. This experience, invisible to researchers (had they been there) was the catalyst to Logo and Educational robotics.