Using Simple Using Educational Robots as a Technology for Teaching Early Childhood and Primary Education Literacy in the United States

EasyChair Preprint 13080

Abstract

The U.S. faces significant challenges in raising reading scores to match or surpass those of leading nations. This article posits that using educational robotics as a technology to teach literacy in early childhood, elementary, and after-school programs may improve literacy scores in the U.S. The below provides historical context and definitions regarding science in multiple iterations that combine art, technology, science, math, and engineering in classroom instruction. The below examines the current reading levels of U.S. students compared to other developed nations. It provides analysis of factors which impact reading levels in the U.S. In addition, the distinction between robotics education and educational robotics is presented. Case studies examining future research that examines the impact of educational robotics on U.S. reading scores in multiple early education settings, after school programs, and elementary is given with an emphasis on the activities, population to test, and the delivery method to utilize. The goal of proposed research is to provide empirical evidence regarding the usage of robotics in early education

Keyphrases: Logo, STEM STREAM STEAM, Seymour Papert, after-school, early childhood education, educational robotics, literacy

@booklet{EasyChair:13080,
  author    = {Stephanie Holmquist and Dave Catlin and Fredrick Hicks},
  title     = {Using Simple Using Educational Robots as a Technology for Teaching Early Childhood and Primary Education Literacy in the United States},
  howpublished = {EasyChair Preprint 13080},
  year      = {EasyChair, 2024}}