Learning with Dash: Supporting ALL Learners by Integrating Robotics Across the Curriculum
Location
Room 131
Start Date
28-2-2025 10:45 AM
End Date
28-2-2025 11:25 AM
First Presenter's Brief Biography
Dr. Shelli Casler-Failing, Associate Professor of Middle Grades and Secondary Mathematics Education at Georgia Southern University, holds a Ph.D. in Curriculum and Instruction in Mathematics and Science Education from SUNY Albany. She focuses her research on integrating robotics in mathematics curricula, teacher professional development, and ungrading practices.
Second Presenter's Brief Biography
Dr. Alesia Mickle Moldavan, Assistant Professor of Elementary Mathematics and Science Education at Georgia Southern University, holds a Ph.D. in Teaching and Curriculum in Mathematics Education from Georgia State University. Dr. Moldavan has significant experience working with technology and digital learning platforms to promote STEM education. She focuses her research on culturally relevant literacy practices, educational technology, and teacher professional development.
Third Presenter's Brief Biography
Olivia Allen is an undergraduate education major focusing on mathematics and science teacher education. Ms. Allen was introduced to teaching with robotics in her mathematics methods course. She enjoys facilitating student learning via robotics and has participated in several STEM nights and guest teaching experiences at local schools. Ms. Allen plans to begin her teaching career in the Atlanta area in Fall 2025.
Fourth Presenter's Brief Biography
Drew Herring is an undergraduate education major focusing on elementary teacher education. Mr. Herring was introduced to teaching with robotics in an integrated science course. He enjoys facilitating student learning via robotics and has participated in STEM nights and guest teaching experiences at local schools. Mr. Herring plans to begin his teaching career in the Statesboro area in Fall 2027.
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Presentation Type
Concurrent Session
Abstract
This session introduces the Dash Robot. Participants will explore the functionality of Dash for use in K-8 classrooms and sample a lesson of choice – mathematics, science, or ELA. A discussion regarding Dash’s classroom use and its implication for supporting diverse learners of all dis/abilities will conclude this presentation.
Conference Strands
Instructional Technology
Description
As technologies change and student demographics shift, so, too, do state and federal requirements. Recent regulations related to computer science (i.e., GA SB 108) can be addressed by integrating robotics into existing curricula. Evolving K-8 teachers’ instructional practices to include educational technologies can support learners of all dis/ability levels. Incorporating robotics instruction creates an interdisciplinary focus that engages learners while exposing them to activities they may not regularly interact with (e.g., computer programming, engineering). However, in order to implement new technologies effectively, teachers need to understand the technology and how it can support learning.
Given the wide array of instructional technologies available to teachers, the selection process is as challenging as mastering its use. Among these, robotics, such as the Dash robot, has demonstrated significant potential for enhancing student understanding of mathematics and science. Furthermore, we propose that Dash robots can be effectively integrated across all content areas and scaffold learning. Since learning with technology, particularly robotics, offers a hands-on, engaging approach, this instruction aligns with key aspects of Vygotsky’s (1978) Social Constructivist Theory, which promotes deeper levels of understanding. Additionally, research highlights that robotics allows students to see the concepts and make connections, further enhancing student learning (Casler-Failing, 2018; Casler-Failing & Swann, 2023).
Robotics can positively impact student engagement, perseverance, and performance (Casler-Failing, 2018; Williams et al., 2014), while simultaneously developing soft skills. Evidence of improved problem-solving and critical thinking skills has been realized when using robotics as an instructional technology (Ardito et al., 2014; Martinez Ortiz, 2015). However, many of these opportunities are only afforded to gifted or accelerated students or are available in extra-curricular programs. We suggest the greatest benefit can be realized if integrated into classroom instruction to support learners of all dis/abilities.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Learning with Dash: Supporting ALL Learners by Integrating Robotics Across the Curriculum
Room 131
This session introduces the Dash Robot. Participants will explore the functionality of Dash for use in K-8 classrooms and sample a lesson of choice – mathematics, science, or ELA. A discussion regarding Dash’s classroom use and its implication for supporting diverse learners of all dis/abilities will conclude this presentation.
