Perceived usefulness of robotics in the Primary Education curriculum for students with Specific Educational Support Needs.
Abstract
The use of technological tools is having a significant growth in various fields of knowledge. In the educational field, robotics has emerged, which has a great versatility to respond to the diverse needs of the students present in the classrooms. The objective of the research was to implement a training action in the Degree in Primary Education and to analyze the perceived usefulness of robotics for students with SEN. A quantitative approach was adopted with a non-experimental comparative-casual design. The participants were 170 students of the Degree of Teacher in Primary Education of the subject "Attention to Specific Educational Needs". A questionnaire consisting of 28 items was designed ad hoc, considering as dimensions the objectives, competencies and areas of the Primary Education curriculum. The results showed that 64.1% of the students perceive robotics as totally useful for developing daily habits of active, autonomous and healthy mobility. Significant differences were also found in perceptions according to previous knowledge of a robot, gender and age. It can be concluded that the innovation implemented in initial teacher training was satisfactory.
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References
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