{"id":2423,"date":"2023-07-27T06:24:57","date_gmt":"2023-07-27T05:24:57","guid":{"rendered":"https:\/\/icertpublication.com\/?page_id=2423"},"modified":"2023-10-30T16:32:36","modified_gmt":"2023-10-30T16:32:36","slug":"pedagogical-skeptics-and-challenges-towards-the-application-of-drones-in-teaching-and-learning-sciences","status":"publish","type":"page","link":"https:\/\/icertpublication.com\/index.php\/edu-mania\/edumania-vol-1issue-2\/pedagogical-skeptics-and-challenges-towards-the-application-of-drones-in-teaching-and-learning-sciences\/","title":{"rendered":"Pedagogical Skeptics and Challenges towards the Application of Drones in Teaching and Learning Sciences"},"content":{"rendered":"\t\t
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Pedagogical Skeptics and Challenges towards the Application of Drones in \nTeaching and Learning Sciences\n<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Muraina, Ismail Olaniyi<\/span>1<\/span><\/span>, Lameed, Soladoye Nurudeen<\/span>2<\/span><\/span>, and Adesanya, Olayemi Muyideen<\/span>3<\/span><\/span><\/p>

1 & 3<\/span><\/span>Department of Computer Science, College of Information and Technology Education, Lagos State University of Education, Lagos Nigeria<\/span><\/p>

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2<\/span><\/span>Department of Science and Technology Education, Faculty of Education, Lagos State University, Ojo Lagos Nigeria<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Abstract\n<\/h5>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Drone application and implementation in various domains of work and life have transformed technology in numerous ways. Drone technology has greatly benefited various industries while also making the lives of various professionals easier in completing complex tasks in a short period. Studies proved that by introducing drones into classrooms, teachers would have a new means to make learning more fun, innovative, interactive, and collaborative for students. Drones can be applied in challenging subjects like sciences: Computer science, Biology, Physics, Chemistry, Geography, and others to clear off difficulties in some abstract concepts by giving real-world applications to the problems. However, some teachers are skeptical of the use of drones in science teaching and learning. The purpose of this paper is to investigate teachers’ actions and reactions to the application and implementation of drone technology in the classroom. It goes on to explain how teachers’ knowledge and professional development, students’ attention being diverted to technology design and models rather than learning outcomes, a lack of adequate technical support, and fear of technological maintenance cost and sustainability all serve as barriers to proper drone implementation in the classroom. Using Google Forms, teachers (both pre-service and in-service) were asked how the aforementioned factors affect drone application. Given the time constraints for this study, a purposive sampling approach was used to recruit 60 respondents. The instrument’s contents were validated with the use of the ‘face validity’ method. The 0.77 reliability index demonstrated that the instrument’s reliability strengths were accurately positive. The collected and compiled results were analyzed using graphical representations for better presentation and visualization. According to the findings, teachers’ knowledge of emerging technologies and professional development needs to be improved to keep up with the trend and applications of various tools that can aid effective science teaching and learning. Similarly, proper guidance is required to prevent students from becoming distracted by the fashion and gleaming designs of drones. Similarly, the government should provide maximum support to schools through subsidies to ensure technology accessibility. The functionality, safety, and care of the drones should also be maintained by the school administration. It is then suggested that frequent training and re-training for both teaching and non-teaching staff be organized to ensure proper and continuous use of drones in classrooms.<\/span><\/p>

Keywords<\/b>: <\/span>Pedagogy, Drones, Technology, Sciences, Teaching & learning.\u00a0<\/span><\/i><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Impact Statement<\/h5>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Teens are increasingly interested in using drones as toys and learning aids in the classroom. Drones can enhance learning by providing exciting, inventive, and interactive experiences for children. They can develop motor skills, hand-eye coordination, coding, physics laws, intellectual and creative skills, and hands-on learning experiences. Drones can also provide real-world applications for mathematical problems and equations, making them valuable tools for students studying various subjects. However, proper drone implementation requires compliance with local laws and regulations, safety, and technical support. Teachers’ knowledge and professional development, students focus on technology design, lack of technical support, and concerns about technological maintenance cost and sustainability all contribute to barriers to proper drone implementation in the classroom.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Authors\u2019 Profile<\/h5>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Dr Ismail Olaniyi MURAINA earned his BSc. Ed in Computer Science Education, MSc. Ed Computer Science Education, MSc. In Information Technology, and Ph.D. in Data Science in 2005, 2010, 2017, and 2022, respectively. He is currently working as a Lecturer in the Department of Computer Science at Lagos State University of Education, Lagos Nigeria since 2018. He is a member of TRC, STAN, TASET, IEEE, IACSIT, IAENG, ACM, ISDSA, MTTF, SEAN, ICERT, ISAC, and INSTICC since 2008 till date. He has published more than 90 research papers in reputed national and international journals. His main research work focuses on Data Science, Data Analytics, Machine Learning, Artificial Intelligence and Information Technology. He has 25 years of teaching experience and 15 years of research experience. (Orcid ID: <\/span>https:\/\/orcid.org\/0000-0002-9633-6080<\/span><\/a> )<\/span><\/p>

Dr Soladoye Nurudeen LAMEED is a lecturer II in the Department of Science and Technology Education, Faculty of Education, Lagos State University, Ojo, Lagos. NCE Certificate in Education; B.Sc.Ed in Biology Education, M, Ed degree in Science Education and Doctor of Philosophy in Science Education with specialization in Biology Education. He has 18 publications in high-impact journals at local and international levels. He has attended conferences and workshops and is a member of the Science Teachers Association of Nigeria, the Curriculum Organization of Nigeria and the Teachers Registration Council of Nigeria. His research interest areas include pedagogy, gender, curriculum, STEM education, and Indigenous knowledge. (Orcid ID: <\/span>https:\/\/orcid.org\/0000-0002-3944-5037<\/span><\/a> )<\/span><\/p>

Olayemi Muyideen ADESANYA earned his B. Sc and M.Sc in Physical Science from Lagos State University, Lagos in 2003 and 2012 respectively. He also earned Professional Diploma in Education from AOCOED-TRCN in 2017. He is currently working as a lecturer in the Department of Computer Science at LASUED, Lagos since 2014. He is a member of the Science Teachers Association of Nigeria (TAN) since 2014, the Teacher Registration of Nigeria (TRCN) since 2017, Science Educators Association of Nigeria (SEAN) since 2021. He is a member and secretary of several research committees in AOCOED and LASUED. He has published in several national and international journals. His main research work focuses on emerging trends in computer and ICT. He has 10 years of teaching experience and 8 years of research experience (Orcid ID: <\/span>https:\/\/orcid.org\/0000-0003-2861-3434<\/span><\/a>)<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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References<\/h5>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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16. Yepes, 1Igor; Barone, Dante Augusto Couto & Porciuncula, Cleber Mateus Duarte (2022). Use of Drones as Pedagogical Technology in STEM Disciplines; Informatics in Education, 21(1), 201\u2013233, 2022; DOI: 10.15388\/infedu.2022.08.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Pedagogical Skeptics and Challenges towards the Application of Drones in Teaching and Learning Sciences Muraina, Ismail Olaniyi1, Lameed, Soladoye Nurudeen2, and Adesanya, Olayemi Muyideen3 1 & 3Department of Computer Science, College of Information and Technology Education, Lagos State University of Education, Lagos Nigeria \u00a0 2Department of Science and Technology Education, Faculty of Education, Lagos State […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":1656,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"no-sidebar","site-content-layout":"page-builder","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"disabled","footer-sml-layout":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-2423","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/2423","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/comments?post=2423"}],"version-history":[{"count":10,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/2423\/revisions"}],"predecessor-version":[{"id":4374,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/2423\/revisions\/4374"}],"up":[{"embeddable":true,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/1656"}],"wp:attachment":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/media?parent=2423"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}