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Co-Designing the Kits of IoT Devices for Inquiry-Based Learning in STEM

School of Digital Technologies, Tallinn University, Narva mnt. 25, 10120 Tallinn, Estonia
Technologies 2019, 7(1), 16; https://doi.org/10.3390/technologies7010016
Received: 22 October 2018 / Revised: 27 December 2018 / Accepted: 12 January 2019 / Published: 24 January 2019
(This article belongs to the Special Issue Technology Advances on IoT Learning and Teaching)
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Abstract

The rapidly developing technological landscape challenges require educational institutions to constantly renew the school’s digital infrastructure in order to keep students engaged in learning difficult subjects such as Science, Technology, Engineering, and Mathematics (STEM). The Internet of Things (IoT) is one of such new technology platforms that could help the schools enhance learning processes with innovative resources, and to increase students’ motivation to learn. This paper summarizes the first stage of a design-based research focusing on introducing IoT technologies to secondary education. Five kits of IoT devices were co-designed by researchers, teachers, and students, to optimize their match with the curricular objectives, cost, learning curve, and re-usability in various educational contexts. The study included three steps: (1) mapping out the IoT devices on the basis of the desk research, (2) literature review on STEM education practices, and (3) two focus group interviews with teachers and students from different schools. As a result of the study, five different kits of IoT devices were purchased for schools and pilot-tested in real-life settings. View Full-Text
Keywords: Internet of Things (IoT); smart schoolhouse; inquiry-based learning; trialogical knowledge-creation Internet of Things (IoT); smart schoolhouse; inquiry-based learning; trialogical knowledge-creation
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Kusmin, M. Co-Designing the Kits of IoT Devices for Inquiry-Based Learning in STEM. Technologies 2019, 7, 16.

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