Introduction of Educational Robotics at Secondary School Level in the Latvian Education Curriculum

Abstract

The relevance of the present research is justified by the wide range of educational robotics applications and the rapid development of educational technologies in general. Technologies are produced faster than it is possible to develop methodical teaching materials or curricula, especially in the Latvian language. Educational robotics develops various skills and knowledge, such as algorithmic thinking, problem-solving, logical thinking, etc. However, despite the clear achievements in technology education, there are a number of related problems. These include the lack of teachers, the qualifications of teachers, the lack of funding, and the insufficient provision of teaching materials in line with the new approach in the Latvian education curriculum. The study aimed to develop, test, and improve instructional materials for the implementation of the curriculum for the use of digital technology in elementary schools, as well as to create a methodology for evaluating learning achievements in ICT lessons on the topic “What is programming and how to program in a visual environment” and promoting the development of algorithmic thinking (learning with the educational robot Photon). The study uses mixed research methods. The first part was the analysis of the literature on educational robotics and computational thinking. In the empirical part of the action research, both quantitative and qualitative research methods were used. The results obtained are important for a wider and more meaningful introduction of educational robotics in Latvian schools.