Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7383
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dc.contributor.authorSilvis, Deborah
dc.contributor.authorElliott, Colin Hennessy
dc.coverage.spatialBochum, Germanyen_US
dc.date.accessioned2021-10-09T15:50:11Z
dc.date.accessioned2021-10-09T19:52:45Z-
dc.date.available2021-10-09T15:50:11Z
dc.date.available2021-10-09T19:52:45Z-
dc.date.issued2021-06
dc.identifier.citationSilvis, D. & Elliott, C. H. (2021). Why Robots?: Historicizing Engineered Imaginaries and Coded Visions of Learning. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 1035-1036). Bochum, Germany: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2021.1035
dc.identifier.urihttps://repository.isls.org//handle/1/7383-
dc.description.abstractThe inclusion of robots, robotics kits, and other automated tools and apps in educational settings leads us to consider hidden assumptions and implicit theories that robots encode. This paper draws critical attention to advances in automation by examining two current uses of robots in learning designs. Drawing on recent ideas in STS (Suchman, 2011) and Critical Code Studies (Benjamin, 2019), we analyze two categories of automated agents- competitive robots built by youth and coding robots used by young children.en_US
dc.format.extentpp. 1035-1036
dc.language.isoen_US
dc.publisherInternational Society of the Learning Sciencesen_US
dc.relation.ispartofProceedings of the 15th International Conference of the Learning Sciences - ICLS 2021.en_US
dc.subjectLearning Sciencesen_US
dc.titleWhy Robots?: Historicizing Engineered Imaginaries and Coded Visions of Learningen_US
dc.typeConference Paperen_US
dc.typePosteren_US
Appears in Collections:ISLS Annual Meeting 2021

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