Repositório do Conhecimento Institucional do Centro Universitário FEI
 

Ciência da Computação

URI permanente desta comunidadehttps://repositorio.fei.edu.br/handle/FEI/342

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Data inicial: 2020Assunto: search.filters.subject.Educational Robotics

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Agora exibindo 1 - 2 de 2
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    Artigo de evento 0 Citação(ões) na Scopus
    The Inclusive Potential of Educational Robotics
    (2022-10-18) CANET, A. M. D.; Flavio Tonidandel
    © 2022 IEEE.Educational Robotics favors the development of reasoning, teamwork and the socialization of knowledge. In this work, using this educational technology as a learning mediator, its inclusive potential for students with disabilities in elementary school questioned. The objective of this study is verify the inclusive potential of educational robotics and what are the difficulties the robotics teachers present in the inclusion of students with disabilities. This research is qualitative and quantitative. It involves a bibliographic research and a questionnaire answered by the Professor of Support to Pedagogical Projects of Educational Technologies (PAPP TEC) of the Municipal Schools of São Bernardo do Campo. The questionnaire used the free Google Forms tool. The multiple-choice answers received statistical treatment and the open question analyzed using Bardin's content analysis. In the questionnaire and in the semi-structured interview, the teachers pointed out the need for training actions, collaborative action by support professionals (Technical Guidance Team and specialist teachers in the areas of disabilities) and access to assistive technology for the development of the inclusive potential of robotics.
  • N/D
    Artigo de evento 0 Citação(ões) na Scopus
    Case Study of student with neuromotor disability in the Educational Robotics project in Elementary School I
    (2022) Canet A.M.D.; Tonidandel F.
    © 2022 IEEE.In this investigation, using educational robotics as a mediator of learning, its inclusive potential for students with severe neuromotor impairment in elementary school was questioned. The objective of this work is to list the strategies and assistive technologies needed for children diagnosed with chronic non-evolving encephalopathy, with a motor condition of tetraparesis, who are attending Elementary School I, to be able to perform the activities proposed in the Educational Robotics classes. The hypothesis raised is that with the necessary adaptations the student can improve their functional performance and carry out school activities with greater autonomy and independence. This research is qualitative. It involves two phases: bibliographic research and a case study involving two elementary school students diagnosed with non-progressive chronic encephalopathy, with a motor condition of tetraparesis. The following used for the analysis of functional performance: the filming of the child before and after the use of the adaptations, the PEDI (Pediatric Evaluation of Disability Inventory), the ICF (International Classification of Functioning) and the PAPP TEC semi-structured interview. It concluded that virtual robotics through a software with screen scanning and interconnected boards of communication proved a possibility for adapting children who do not have conventional access to the assembly and programming parts of the robot, especially those with severe neuromotor disability who obtain the adaptive switch. With the use of adaptations, the student showed an improvement in her occupational performance and made it possible for her to participate in activities as a protagonist and not just as an observer.