Running head: EMBEDDED TECHNOLOGY IN AN EDUCATIONAL CONTEXT 1

Current and Emerging Embedded Technology in a High School Technical/Engineering

Classroom Context

Edwin B. Pawliw

University of British Columbia

EMBEDDED TECHNOLOGY IN AN EDUCATIONAL CONTEXT 2

Abstract

The purpose of this paper is to focus on embedded technology development platforms for

high school aged students in a technical/engineering classroom. The platform must be adaptable

to a variety of classroom environments and be industry and community supported for it to be

considered by the technology teacher. (Zhao and Frank, 2003, p. 817). This paper is intended to

examine current literature on the topic and survey embedded technology platforms that are

adaptable to a classroom ecosystem. A description of embedded technology will be undertaken

to set reference. Two case studies will be described to illustrate pedagogical technology

implementation in physical classroom settings. Lastly, a proposal will be put forward to discuss

an emerging technology platform with its implications in an educational context. (Zhao and

Frank, 2003. P. 815). The proposed implementation will be for an Electro-Technology (ELT)

program at Bishop O’Byrne High School in Calgary, Alberta. A possible implementation

strategy will be forwarded and hypothesized how this may be applied to a whole-school initiative

and these incorporated in a preliminary study.

Keywords: embedded technology, educational technology, microcontroller, single-board

computer, TPCK, STEM, embedded systems, embedded applications, closed source, open

access, open source, hardware platform.

EMBEDDED TECHNOLOGY IN AN EDUCATIONAL CONTEXT 3

Current and Emerging Embedded Technology in a High School Technical/Engineering

Classroom Context

Embedded Technology: Systems and Applications

For the purposes of this paper, the term embedded systems will be used when referring to

microcontrollers and single-board computers. Containing different hardware architecture they are

collectively known as embedded technology. Used as part of a larger system, it is known as an

embedded application. Processor costs have been dropping steadily with the explosive growth of

mobile technology, opening up a new cost-effective source of computing devices. (Dixon, 2016).

Microcontrollers contain all of the necessary components housed within one chip, allowing for

very limited additional circuitry, maintaining a very low cost. Single-board computers can

function as a computer or be used in embedded applications (smart phone). In an educational

context, these two platforms are quite often deployed in technical classrooms for control units for

robots, media servers, or any type of electronically-controlled projects. To find out where these

systems fit in the larger technology hierarchy, see Appendix B.

Literature Review

The crux of developing and maintaining twenty-first century skills lie in one’s ability to

use technology in order to remain relevant in our knowledge and technologically evolving world.

(Mouza, 2012. P, 271). STEM focus in education helps develop these skills. Students find the

technology and engineering components of STEM rationalize the need for science and

mathematics. (Banks, Barlex, 2014. p.xi). “Historically, the “T” and, especially, the “E” in

STEM have not received the same level of attention as the “S” and “M””. (Midkiff, 2008. p.5).

Concentrating on future education requirements leaves little time for technology and engineering
EMBEDDED TECHNOLOGY IN AN EDUCATIONAL CONTEXT 4

classes. “The challenge, of course, is in finding ways to use technology -- and to help students

use it -- that don't take time away from core subjects”. (Starr, 2011).

“Technology used for pedagogical purposes must be designed and integrated according to

principles derived from theoretical and empirical work.” (Mouza, 2012. P.272). In a TPCK

construct the, “Solutions lie in the ability of the teacher to flexibly navigate the space defined by

the three elements of content, pedagogy, and technology and the complex interactions among

these elements in specific contexts.” (Committee, Ander, & T.., 2008. p.18). Adding technology

to PCK creates a new symbiotic relationship that a teacher must constantly redefine for each new

student/teacher interaction. The pedagogy of the teacher and the role of the student will

fundamentally change with the integration of technology ((Dede, 2011) in Mouza, 2012. P.283).

Thus, one must be vigilant that the appropriate application of any digital educational technology

fits the context it is to be used in.

In technical education courses where the focus is on the “T” and “E” of STEM, the

course must not be driven by the technology, rather, the technology must fit the clearly stated

teaching methods and curricular objectives that take into account the knowledge base of the

teacher. (Mouza, 2012. P.273). The teacher must implement a technological system that supports

the theoretical underpinnings of the course while also considering all stakeholders in the

educational process. Such a dynamic structure has been described as a wicked problem by

Koehler and Mishra. (Committee, Ander, & T.., 2008. p.10). One must consider the available

technologies that support the educational processes within the classroom context where the

technology platform is an integral component of the environment.

Zhao and Frank (2001) use an ecological context to describe how technology must fit into

the educational environment. Generalizing this view of computer integration to technology in

EMBEDDED TECHNOLOGY IN AN EDUCATIONAL CONTEXT 5

general, they set a cautionary tone with respect to stakeholders when considering the introduction

of new technology-species and the affected related ecosystems. (Zhao and Frank, 2003. P.814).

KPMG list embedded technologies in the six technology trends that will shape the future.

“The decreasing cost of embedded systems has made their presence ubiquitous across the

business landscape.” (KPMG, 2013. P. 3). Price is a major factor in education. Embedded

technologies are less expensive than computer stations. In an educational institution, “the cost

and availability of hardware for every student is an issue.” (Mouza, 2012. P.272).

Educational Technology Pedagogy: How Embedded Systems Fit

In selecting a hardware platform for a technical classroom setting, of utmost importance

is fitting all of the criteria as determined by the instructional design team for each specific

learning environment. (Mouza, 2012. p.272). The embedded technology proposed is for a STEM

based ELT classroom in a high school in Calgary, Alberta. An explanation of the Alberta

Education CTS ELT curriculum can be found in Appendix D.

Embedded technologies fit well into the ELT classroom environment where the

technology, and engineering of STEM are stressed. Due to their size and cost, they can be

incorporated into projects that students keep. These platforms can be used for a wide variety of

curricular outcomes. This creates an economy of scale for the classroom on two fronts. The first

is that cost and availability of hardware for every student is an issue and could be a stressor.

(Mouza, 2012. P.272) (Bellow, 2016). The low price allows for providing the students with a

one-to-one technology-student ratio. This is seen as an advantage by Mouza (2012) and Bellow

(2016). The second economy is it provides an immersive educational experience for the student.

(Mouza, 2012. p.271, 273). Due to its minimalist philosophy, it allows for creative engineering

exercises for students to work through as this device must be incorporated into their big idea
EMBEDDED TECHNOLOGY IN AN EDUCATIONAL CONTEXT 6

concept. (Mouza, 2012. p. 272). Student motivation as synthesis in action makes real the various

STEM concepts that can be incorporated into a project. (Banks and Barlex, 2014. p.xi). The

choice of technology must be applicable to multiple curricular outcomes to satisfy both

ecological and pedagogical outcomes for the classroom.

Current Classifications of Embedded Systems Employed in Educational Settings

Embedded technology can be grouped as closed source, open access, and open source

hardware platforms. Appendix C contains a description of these with current platform examples

listed. Embedded systems are available in a wide range of configurations. Physical size, shape,

and peripheral connections such as GPIO, power supply, and USB port type make up just a

portion of the specifications to consider. Perhaps most important is the processor itself. This will

determine many of the downstream activities that the product will be able to be used for. The

ability to manipulate the hardware, software, and firmware will factor into the selection decision.

For the educator, an embedded technology that can be incorporated into diverse project platforms

by students would be desirable. Open source embedded technologies hold greatest promise due

to their ease of adaptability, open documentation, and support communities. Appendix F contains

popular educational embedded systems.

Two Case Studies: Implementing Embedded Technology in Educational Settings

Case 1: A Study of Microcontroller use in Finnish Middle Schools: The Supporting Cast

Twelve classes of Grade 5 through 8 students in schools throughout Finland were tasked

with developing projects, of their own choosing, that incorporate microcontrollers. How could

students this age come up with engineered solutions to problems using this technology?

The classes were given instruction on what the technology could do, some basic

peripheral devices (buzzers, motors, sensors), and how to program. Instead of focusing on how
EMBEDDED TECHNOLOGY IN AN EDUCATIONAL CONTEXT 7

the PicAxe 08 microcontroller worked, the teachers concentrated their instruction on how the

technology was used. In this black-box scenario, the student outcomes related to the engineering

process as opposed to hardware architecture theory.

Students progressed through design, fabrication, and programming stages. They powered

up and evaluated operation. If they saw a need they made improvements. Projects completed

included miniature replica amusement park rides, a burglar alarm, a dim light sensor, a

hydrocopter (student named), and novelty items such as LED flowers and mother’s day gifts.

The microcontrollers advanced the engineering exercise rather than being the focus. One

teacher remarked “For the first time, there was an electronics project whose final product was not

known by anyone at the start of the project.” (Järvinen, Karsikas, & Hintikka, 2007. p.49). The

freedom afforded the students led to creative solutions using open-ended approaches and

motivation for the self-invested projects they created. (Järvinen, E., et al. 2007)

Case 2: Embedded Technology in a Robotics Class: The Centre of Attention

At Bishop O’Byrne High School in Calgary, Alberta, students have the opportunity to

take Robotics classes. Various embedded technology platforms are used to study curricular

themes. How does a teacher decide what technology will work for a learning outcome?

In grade 10, students arrive with diverse technology knowledge. With no prerequisites for

taking the class, a platform that can satisfy wide ranges of ability must be chosen. It must be

intuitive for those with no experience, flexible enough to cover several learning outcomes, and

allow for enrichment for students with embedded technology experience. (Mouza, 2012. p.275).

A PicAxe 28X2 microcontroller is used for this purpose. The students fabricate a robot while

completing introductory level topics. Once the robot is complete, the students program the
EMBEDDED TECHNOLOGY IN AN EDUCATIONAL CONTEXT 8

PicAxe chip, test run their robot, alter it until they are satisfied, and participate in Sumo Robot

competitions. In this case the technology is assistive and not the main topic.

The focus shifts in Grades 11 and 12. With the students’ curiosity piqued into what

exactly the embedded technology is, the focus becomes the technology itself. The functionality

of the platforms and how they work are studied through projects that dig deeper into the

architecture as they move from intermediate to advanced courses. Student chosen projects

include autonomous robots, rolling code locking systems, and a whack-a-mole game where the

students designed and 3-D printed all components and interconnect microcontrollers used. All

projects require the students to design and fabricate the complete embedded system. With the

educational technology shift, students proceed through the project engineering process while also

covering the theoretical elements of embedded technology. This satisfies many of the topics in

the courses, but additional embedded applications are used as assistive educational technology to

explore themes missed by the main project. Students use platforms such as EZ Robots to work

with colour, voice, and facial recognition technology, technology not cost effective to use in

projects students keep. Technology shifts back to assistive as their purpose is to allow the

students to learn how the peripheral devices function in an embedded application.

In the two cases presented, the technology is selected to complement the concepts that are

desired. Educational technology must fit the pedagogy, the content, and the knowledge base for it

to be relevant to the educational experience. (Mouza, 2012. p.272), (Committee, T. A.., 2008.

p.17-18).

A Proposal for Piloting an Emerging Technology in an Educational Setting

The “T” and “E” classrooms are a unique situation. They have many educational artifacts

that relate directly to the course curriculum and provide diverse opportunities for the learner and
EMBEDDED TECHNOLOGY IN AN EDUCATIONAL CONTEXT 9

teacher. In analyzing and using appropriate resources, the curricular objectives are able to move

from the external conceptual level to the internalized ownership of the content. (Bevevino,

Dengel, & Adams, 1999. p.275). A number of factors must be considered when selecting an

educational embedded system. A list can be found in Appendix E. A technological artifact that is

a relic, though satisfying the intended curricular learning objectives, leaves the student with a

disconnect when transitioning to the work force or further education. Glenn (2008. p.10) raises

this issue in a white paper published by the The Economist Intelligence Unit. The technology

artifacts in a classroom must be relevant for the students’ current and future needs. The rapid

growth of embedded technology, as posted on HackerBoards.com (Brown, Jan. 1, 2016) (Brown,

June 1, 2016), point to the need for the educational experience for the student to be current and

relevant as well as fit pedagogically. As a result, an emerging embedded technology platform

will be proposed as possible educational technology.

Next Thing Co. is a technology startup manufacturing a SBC. The embedded technology

they market is named C.H.I.P. Their product retails for a very budget-friendly $9 USD.

In examining C.H.I.P. for implementation, it must meet the requirements for a relevant

educational technology. There are a host of factors that affect educational technology choice,

with a brief description of these located in Appendix E. When looking at whether technology

supports the curricular objectives, the more matches there are for objectives, the more valuable

the technology will be. In analyzing, a teacher will have to examine the course outcomes and see

how many are enhanced by the technology. Once compiled, the teacher has an idea of the

technology deployment saturation for their class. For illustration purposes, technology fit will be

based on a grade 10-12 high school program offering the Alberta curriculum for CTS ELT

courses focusing on a Robotics theme. Table 1 lists 24 of a possible 41 ELT courses that
EMBEDDED TECHNOLOGY IN AN EDUCATIONAL CONTEXT 10

embedded technology could be used as supportive or primary educational technology. A

description of these courses can be found in the ELT Program of Studies link.

From a pedagogical and curricular view, with the saturation of the technology being total

in the program of studies offered, utility becomes a major factor in its successful implementation

in the program. The teacher of this program has prior education and experience working with

embedded technology systems that are similar to C.H.I.P. Since there is familiarity with the

genre, the learning curve for the teacher will be manageable. There is a support system built into

the company structure including online community forums and open source files. All

documentation for the product are available open and free. Due to the supports, teacher

knowledge is adequate to deploy a new technology. Since the pedagogical, content, and

knowledge issues are satisfied, one can now turn to the other considerations.

The budgetary fit and administrative support for possible implementation are tied closely

together. In presenting the proposal to administration, cost would have to be justified within the

program scale-of-issue, or through a technology budget line. Administration would have to be

consulted early on to assist with assuring the technology can be acquired without contravening

any school district technology use or vendor exclusivity policies and demonstrate the utility of

the product as related to curriculum and pedagogy. (Zhao and Frank, 2003. p.815).

A survey of support from community stakeholders encompassing students, parents,

further educational institutions, and industry stakeholders would have to be completed. To this

end, the proposed technology would have to be presented to and accepted as a relevant artifact.

Some groups have a peripheral investment in the hardware technology decision so their input

would have to be weighed accordingly, though it is still valuable.

EMBEDDED TECHNOLOGY IN AN EDUCATIONAL CONTEXT 11

From an ecological standpoint, deployment of the technology in the classroom

environment must fit. Consideration must be given to interaction with current infrastructure. This

is where C.H.I.P. has a distinct advantage over other open source embedded technology. Next

Thing Co. have designed and built PocketCHIP as part of their offering. PocketCHIP is an

interface docking system. The C.H.I.P. SBC is docked into the back of the PocketCHIP. Once

installed, the device becomes a hand-help mobile miniature-sized computer. Students using these

devices do not have to rely on docking to stationary hardware. At $49.00 USD for the mobile

unit, this provides the students with an educational technology platform that is less costly than

most other SBCs that are not mobile. This unique hardware solution solves many ecological

issues with respect to fit within an existing or new environment. One last ecological

consideration is the fit of C.H.I.P. into a robotic platform as the control device. Since C.H.I.P. is a

small package (41mm X 60.5mm) it can be used on small application packages. With up to 42

GPIO available, this can be used as a control system for a variety of applications that use inputs

and outputs.

Discussion of Findings and Further Study Opportunities

After progressing through considerations for implementing C.H.I.P. as an educational

technology resource, all indicators point to a promising platform for classroom use. To

implement and study the product as an educational technology, 15 PocketCHIP units will be

purchased along with 10 C.H.I.P.s. These will be used by students in advanced courses of the

Robotics program as well as by the Programming Club.

For the students in the Robotics program at Bishop O’Byrne High School in Calgary,

Alberta the platform will be used as embedded technology to build their projects around. They

will have complete creative license to use the product as they see fit. As they use the technology,
EMBEDDED TECHNOLOGY IN AN EDUCATIONAL CONTEXT 12

they will be asked to record their thoughts throughout the process, implementation steps, ease of

use, reflections on the open source community, and any other information they feel relevant to

using the technology. The teacher will also diarize observations from the use of the technology

and compile for later scrutiny. With positive preliminary feedback the technology will be piloted

in intermediate classes. Qualitative data collected will set further study direction. Future studies

should consider a mixed-methods approach to gain quantified data as well. (Ponce & Pagán-

Maldonado, 2015. p.112-113). A caregiver sample approval form is given in Appendix G.

A second qualitative study will examine usage in all subject areas. These students will

have an orientation with the technology and use it for an entire school year. Diaries will be kept

as above for a qualitative data source. These data will be used to explore if this technology holds

promise as a whole-school educational technology. This study will indicate whether there is

potential for further mixed-methods study for the whole-school implementation question.

Conclusion

The proposed technology by Next Thing Co. holds great promise for use in the

technology-based classroom. The advantage of the package include a very favourable price, open

source documentation, a company supported online forum, and versatility as mobile technology.

From a pedagogical perspective, there is fit for STEM objectives within the ELT curriculum in a

TPCK construct. Finding a favourable emerging technology for deployment keeps the

technology program current, relevant, and motivating for the learner.

“Increasing the quality and level of fundamental skills for STEM among all learners at

the preschool, primary, and secondary education levels represents a proactive, long-term

approach to developing a skilled society that is prepared to respond to an uncertain future.”

(Council of Canadian Academies, 2015. p.162).

EMBEDDED TECHNOLOGY IN AN EDUCATIONAL CONTEXT 13

Contents
Abstract .............................................................................................................................. 2

Current and Emerging Embedded Technology in a High School Technical/Engineering

Classroom Context .......................................................................................................................... 3

Embedded Technology: Systems and Applications ............................................................ 3

Literature Review................................................................................................................ 3

Educational Technology Pedagogy: How Embedded Systems Fit ..................................... 5

Current Classifications of Embedded Systems Employed in Educational Settings ........... 6

Two Case Studies: Implementing Embedded Technology in Educational Settings ........... 6

Case 1: A Study of Microcontroller use in Finnish Middle Schools: The Supporting

Cast ............................................................................................................................................. 6

Case 2: Embedded Technology in a Robotics Class: The Centre of Attention ............... 7

A Proposal for Piloting an Emerging Technology in an Educational Setting ..................... 8

Discussion of Findings and Further Study Opportunities ..................................................11

Conclusion ........................................................................................................................ 12

References ......................................................................................................................... 15

Tables ................................................................................................................................ 18

Figures............................................................................................................................... 20

Appendices ........................................................................................................................ 21

Appendix A: Glossary of Terms: .................................................................................. 21

EMBEDDED TECHNOLOGY IN AN EDUCATIONAL CONTEXT 14

Appendix B: An Overview of Embedded Technology Currently Available for Use in

Schools ...................................................................................................................................... 23

Appendix C: Description of Embedded Technology Groupings .................................. 25

Closed Source Technology........................................................................................ 25

Open Access Technology .......................................................................................... 25

Open Source Technology .......................................................................................... 27

Appendix D: The Alberta CTS Curriculum Explained – An ELT Focus ..................... 28

Appendix E: Embedded System Selection ................................................................... 29

Appendix F: Embedded Technology Hardware and Software Platform Websites ....... 30

Appendix G: Letter of Study Participation to Caregivers ............................................. 31

EMBEDDED TECHNOLOGY IN AN EDUCATIONAL CONTEXT 15

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EMBEDDED TECHNOLOGY IN AN EDUCATIONAL CONTEXT 16

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EMBEDDED TECHNOLOGY IN AN EDUCATIONAL CONTEXT 18

Tables

Table 1

Proposed Technology Curricular Match Checklist

ELT Course Deployed as Supportive Deployed as Primary or Courses Offered as

Number Technology Required Technology Part of ELT Program

1010

1080

1110

1130

1140

1910 A

2010

2080

2110

2140

2160

2170

2180

2910 A

2920 A

3010

3150
EMBEDDED TECHNOLOGY IN AN EDUCATIONAL CONTEXT 19

3170

3180

3190

3200

3205

3910 A

3920 A

Table 1 Legend:
Indicates how technology can be deployed for course number listed
A Courses that are offered as alternate or extra credit
Notes:
The program offered consists of 3 credits at the introductory level and 5 credits at the intermediate and
advanced levels. Course numbers starting with a 1 are introductory (grade 10), 2 refers to intermediate
(grade 11), and 3 are advanced level (grade 12).
EMBEDDED TECHNOLOGY IN AN EDUCATIONAL CONTEXT 20

Figures

Figure 1. One Possible Organization of an Embedded System

EMBEDDED TECHNOLOGY IN AN EDUCATIONAL CONTEXT 21

Appendices

Appendix A: Glossary of Terms:

Black-box: A concept where the internal contents of a device are unknown but input and output
use is known
Bootstrap program: An internal firmware program that coordinates data movement and startup in
a programmable device
Breadboard: A device to temporarily connect electronic circuit components
Circuit board: A plastic base with copper bonded to that forms the pathways for electron flow in
a circuit. Components are bonded to the copper with solder.
Copyleft: A concept opposite to copyright, where all elements are free to use and alter as long the
end product is as well.
Development platform: A provision is given for temporarily connecting devices to the circuitry
resident on the platform. Used in prototyping and evaluating possible circuitry.
Electronic circuit interfacing: Providing a means for different circuits to be compatible, such as
voltage or signal conditioning (altering).
Embedded application: An embedded technology (microcontroller or single board computer) is
used for a specific purpose.
Firmware: Software that is permanently stored in read-only-memory. Usually critical operational
software for the device.
GPIO: General Purpose Input/Output. Connection provision for input or output signals to or from
the processor
Hardware architecture: How the internal components of a device are organized and connected.
Hardware platform: The physical manifestation of a component or device in operational form.
Hacking: The act of altering hardware or software components of an otherwise operational
system to satisfy the requirements of the user.
Inputs: Provision for a processing device to receive information from the external environment.
Interfacing: The act of matching compatibility.
Internet of things (IoT): Devices that have embedded devices allowing them to be internet-
connected without being routed through an external processor first.
LED: Light emitting diode. Electrons pass through a gas that gives off light energy.
EMBEDDED TECHNOLOGY IN AN EDUCATIONAL CONTEXT 22

Linux: A computer operating system that was developed under the FOSS (free and open-source
software) philosophy.
Microcontroller: a processing device that contains all necessary components to input, process,
and output signals. These are programmable.
Operating system: The structure that defines how information is received, processed, and output
be a computational device.
Outputs: Any provision in a processing device for connecting to and controlling external devices.
Peripheral devices: Devices externally connected to a hardware platform, such as sensors or
Monitors.
PicAxe: A family of microcontrollers that have been altered especially for educational purposes.
They have an internal bootstrap program to simplify interfacing with a computer. Developed by
Revolution education, they are open access embedded technology.
Processor: The component that receives information and then outputs information as a result of
the programmed instructions.
Programming command library: The commands that can be used with a programmable device.
Programming interface: The hardware and software required to interface two computational
devices.
Sensors: Devices that produce signals which are fed into computational devices. The
computational devices are programmed to make a decision based on the signal.
Single-board computers: similar to a larger format computer, but all of the necessary hardware is
contained on a single circuit board. These are designed to be used as embedded technology, part
of a larger system.
STEM: Curriculum based on integrating the teaching of Science, Technology, Engineering, and
Mathematics
Sumo Robot: A robot that is built within certain size constraints that compete with other robots of
the same type. The robots attempt to push each other out of the competition ring.
TPCK: Technological Pedagogical Content Knowledge. A construct that contextualizes the
knowledge one needs to incorporate technology within PCK. (Committee, Ander, & T..,
2008)
USB port type: Universal Serial Bus. An industry standard created to connect electronic devices
together.
EMBEDDED TECHNOLOGY IN AN EDUCATIONAL CONTEXT 23

Appendix B: An Overview of Embedded Technology Currently Available for Use in

Schools

To set context for the hardware to be discussed in this paper, a look at what is currently

available and where the hardware of interest fits in the hierarchy must be undertaken to set a

reference.

Situated in specific classrooms or a dedicated computer laboratory, desktop computers

are stationary devices that allow for the installation and use of software applications necessary

for educational support. A desktop computer station usually consists of a monitor, keyboard,

mouse, and the processor case. Generally these are considered the most powerful hardware

platform, with the internal components able to be customized to fit a certain requirement. An

example is processors and memory installed that are powerful and of a size necessary for using

digital editing software for use in a Communications Technology course. In such a case as this,

manipulating the digital data requires a powerful processor and memory to store the digital data

being manipulated.

Laptop and notebook computers are similar to desktop computers, but their ability to be

customized is more constrained. These all-in-one packages have all components necessary for

their operation in one package, making them portable. Many schools have sets of these that can

be deployed to many classrooms. The mobility of these allow for a wider range of uses than a

dedicated computer lab would allow for. Notebooks are considered to be a smaller version of a

laptop, often lacking some accessory components such as DVD drives.

Tablets are a further reduction in size compared to notebooks. These have a touch screen

for typing. A stylus can be used on these as well. Hybrid models of these can have detachable
EMBEDDED TECHNOLOGY IN AN EDUCATIONAL CONTEXT 24

keyboards. The size and portability of these make them a popular choice for school sets of

mobile technology. Most processors in these are not as powerful as a laptop or desktop computer.

Mobile devices such as smart phones are a locked technology device that is primarily

designed for communication applications. The sheer volume of applications available for the

device make them a possible educational support. Though limited in their processing power and

adaptability, they nonetheless offer options as an educational technology.

Single-board computers are based on many of the same processors used in mobile

technology such as smart phones. The entire computer fits on one circuit board, peripheral

interfaces, memory, processor, input and output pins, power management, and any other

functionality the manufacturer deems necessary. What sets these apart is that the full

functionality of the processor is unlocked so that the user has flexibility in configuration when

programming and full processing power of the chip. Generally these are used in a STEM based

classroom to teach robotics, programming, circuit interfacing, and as a support technology for

experimentation. Figure 1 contains a sample of component interconnection within an embedded

system.

Microcontrollers are a complete programmable system built into one chip. The processor,

memory, input/output interfacing, and any other function deemed necessary is housed in the

package. Due to this all-in-one configuration, there is very little external circuitry necessary for

the microcontroller to be utilized. Once connected to a power supply and programmed, the

devices it is to interact with, such as motors and sensors can be connected and controlled.
EMBEDDED TECHNOLOGY IN AN EDUCATIONAL CONTEXT 25

Appendix C: Description of Embedded Technology Groupings

Closed Source Technology

In closed source packages, the hardware and accompanying software are used in their

originating format with little to no ability to extend or alter use. The hardware package is

purchased in a kit form, all related physical pieces needed to assemble and power up the product

are included. The module that contains the processor is completely contained and intended to be

used within the context of the kit. From an educational standpoint, this type of package has the

advantage of being literally plug-and-play. The student assembles the parts, powers up the

intelligent brick and programs the robot through a programming interface installed on a separate

computer. The system, with all components manufactured to interface, has a very short lead time

from start of assembly to completed project with little ambiguity in system operation. Most

teachers who desire to implement a technology component in their STEM curriculum but have

limited technical knowledge or time constraints would be able to implement these products with

relative ease. These packages are limited in their application to support STEM engineering as the

parts are pre-manufactured and this limits the need to explore the design aspects of engineering

disciplines such as industrial design, mechanical, electrical, and structural. Popular examples of

this type of product would be Lego Mindstorms series, Vex family of robotic platforms, EZ

Robots, or the RobotLab offerings.

Open Access Technology

In open access packages, the technology surrounding the processor is available for

inclusion in whatever hardware configuration the user may desire. Certain components of these

systems are open to alteration by the user, while other parts of it are not. These may be either the

hardware, software, or firmware of the product. One such example is the PicAxe family of
EMBEDDED TECHNOLOGY IN AN EDUCATIONAL CONTEXT 26

microcontrollers. These are based on the Pic family of microcontrollers, but have been altered

specifically for educational purposes by Revolution Education. The microcontroller has a

preinstalled bootstrap program, with the internal firmware of the microcontroller locked, to

enable expeditious programming capabilities and provide a package that cannot be rendered

useless through unintended internal firmware manipulation. This creates a scenario where all

files required to use the chip as a development platform are open, such as the engineering and

programming documentation and programming editor, but the firmware of the chip is locked.

This type of product has a very specific intended audience in the technology classroom.

Extending hardware of this type outside this environment to other classrooms has limited

possibilities without technical support or knowledge in this field. (Banks and Barlex, 2014. p.18).

These products can have either microprocessor or microcontroller architectures that are either

available as the chip itself or supplied on a development board. Along with the PicAxe family of

microcontrollers, Parallax Propeller microcontrollers are similar examples of open access

hardware used in educational contexts. Others include Basic Stamp, Intel Galileo and Raspberry

Pi (RPi). Though considered open source by many, RPi has copyright on their schematics,

Galileo has closed architecture in the processor. (Reese, 2016). Basic Stamp has closed processor

firmware as PBasic (programming interpreter is loaded on board the package). The PicAxe

family allow for complete control over the circuitry for interfacing for programming and

interfacing with inputs and outputs. Basic Stamp, Galileo, and RPi have development boards

with which to interface. The depth of STEM activities is extensive with these, though the PicAxe

and Parallax Propeller microcontrollers allow for deeper immersion with the need to design and

fabricate the interfacing platform. An advantage of processor-based hardware such as RPi over

microcontrollers is that they can be configured to run as a small computer.

EMBEDDED TECHNOLOGY IN AN EDUCATIONAL CONTEXT 27

Open Source Technology

Open source hardware packages are the most versatile among the three types of

technology offerings. These embedded systems can be either microcontrollers or single board

computers. Made available to the user are all of the engineering design files as well as supportive

forums and sites, many of which are encouraged and supported by the originating organization.

Next Thing Co., a single-board computer developer and manufacturer, offers all design files free

and open to any and all who may want to examine or alter the design of the product. Further,

using the Linux operating system allows all applications loaded on the single-board computer to

be free and open as well. This gives maximum flexibility for the developer since all applications,

being open, can also be manipulated to suit the user. This level of technology requires knowledge

in programing at the operating system (OS) level with Linux OS being the most common.

Knowledge of electronic circuit interfacing is necessary to connect these devices to sensors and

other peripheral devices. Technical support or knowledge would be required to have this

technology deployed in other classrooms (Banks and Barlex, 2014. p.18). This is also mitigated

to a certain extent by the available open community and company support and many of the

platforms able to function as stand-alone internet ready computers. (Cranwell-Ward & Merchant,

2015). Arduino products are the most recognizable product in this fanily. Other similar products

that are readily available are Parallax Propeller, Beagle Board, RPi clone Banana Pi, and C.H.I.P.
EMBEDDED TECHNOLOGY IN AN EDUCATIONAL CONTEXT 28

Appendix D: The Alberta CTS Curriculum Explained – An ELT Focus

The Alberta Career and Technologies Studies (CTS) curriculum is divided into five career

and technology-related clusters. In these clusters one credit courses are offered which have a

common theme. The courses are further grouped into introductory (grade 10), intermediate

(grade 11), and advanced (grade 12) levels. These one-credit courses can be grouped to the

strength and interest of the student, teacher, and physical plant ecosystem. Within the Trades,

Manufacturing, and Transportation (TMT) cluster the Electro-Technologies (ELT) courses are

resident. Courses are grouped in threes and fives to constitute three and five credit classes

offered at the schools. The ELT courses encompass curriculum relating to generating,

controlling, repairing, transforming, and communicating; generally all manner and means of

manipulating electricity and electrical signals. The flexibility of these one-credit courses allow

for courses from different clusters to be offered by a teacher. For example, CSE (Computer

Science) courses from the BIT (Business, Administration, Finance & Information Technology)

cluster can be offered in concert with ELT courses. This creates a good deal of flexibility for the

differentiation of the educational experience for the student.

The following links will take you to documentation for:

Career and Technology Studies:

https://education.alberta.ca/career-and-technology-studies/programs-of-study/
Trades, Manufacturing, and Technology:
https://education.alberta.ca/career-and-technology-studies/tmt-cluster
tradesmanufacturingtransport/
Electro-Technologies Program of Studies:
https://education.alberta.ca/media/160536/elt.pdf
Electro-Technologies Course Summaries:
https://education.alberta.ca/media/160532/elt_sum.pdf
EMBEDDED TECHNOLOGY IN AN EDUCATIONAL CONTEXT 29

Appendix E: Embedded System Selection

An analysis must be undertaken prior to deciding if one is to use a particular technology

platform in an educational context. (Zhao and Frank, 2003. p.815). There is no one-size-fits-all
when choosing a product. Considerations include:
a) Curricular analysis: The technology must fit the curricular content. Is the technology a
good fit for the grade and knowledge level of the student?
b) Pedagogical compatibility: Will the technology benefit the content delivery?
c) Teacher knowledge base: Does the teacher have the necessary technical knowledge to be
able to effectively deploy the product? Is there opportunity for professional development?
Do leadership opportunities to mentor other teachers exist?
d) Administration and community support: Is there institutional and caregiver support for
the initiative?
e) Relevance: Is the technology relevant for the student for workplace compatibility or
future educational needs?
f) Physical plant analysis: Does the technology fit into the space? Is Wi-Fi needed? Is there
a requisite power source? Does the technology require peripheral accessories to be used?
g) Budgetary analysis: Will all cost considerations fit within the designated budget line?
h) Possibilities for implementation in other courses: Do other teachers have the knowledge
base to implement the technology in other classes?
(Mouza, 2012. p.271, 271, 274, 275), (Cranwell-Ward, J., & Merchant, M., 2015), (Banks
and Barlex, 2014. p.18), (Bellow, 2016)
EMBEDDED TECHNOLOGY IN AN EDUCATIONAL CONTEXT 30

Appendix F: Embedded Technology Hardware and Software Platform Websites

Arduino/Genuino: https://www.arduino.cc/en/Main/GenuinoBrand
EZ Robot: https://www.ez-robot.com/
Galileo: http://www.intel.com/content/www/us/en/embedded/products/galileo/galileo-
overview.html
Lego Mindstorms: http://search-en.lego.com/?_dyncharset=UTF-
8&q=lego+midstorms&cc=CA&lang=2057&%2Fcom%2Flego%2Fsearch%2FShopHeaderSear
chFormHandler.search=Search
Next Thing Co.: https://getchip.com/
https://www.kickstarter.com/projects/1598272670/chip-the-worlds-first-9-computer
Parallax Propeller Microcontrollers https://www.parallax.com/catalog/microcontrollers/propeller
PicAxe: http://www.rev-ed.co.uk/ or http://www.picaxe.com/
http://microcontrollerslab.com/automatic-electronic-bell-using-pic/ A project link based on a
PicAxe microcontroller
Raspberry Pi: https://www.raspberrypi.org/
Vex Robotics: http://www.vexrobotics.com/
RobotLab:
http://shop.robotslab.com/collections/all?__hssc=229172611.1.1469247552837&__hstc=229172
611.acc2db4d39d43977d6cd44d2689638ea.1469247552836.1469247552836.1469247552836.1
&__hsfp=1183399170&hsCtaTracking=bf71982e-421b-42a7-8c8a-
2f4544740f5a%7C32e36407-1a77-4fdf-81dd-2352bb62587e
EMBEDDED TECHNOLOGY IN AN EDUCATIONAL CONTEXT 31

Appendix G: Letter of Study Participation to Caregivers

Dear Parent(s)/Guardian(s),

The Robotics program at Bishop O’Byrne High School is about to embark on a study for
an emerging technology. If the study proves the technology holds promise, we will enter into a
deeper study testing further implementation of the technology in a wider cross section of school
environments. Your child is enrolled in Robotics and as such will be privy to this technology. We
are interested in studying the impact of implementing emerging technology in the classroom.
More specifically, we will be focusing on a product from Next Thing Co. called C.H.I.P. This
embedded technology will be used as a control platform for your child’s robot.
Should you agree to have your child participate in this study, your child will be asked to
maintain a diary, either electronically or paper-based, documenting their implementation of the
technology. The children will be instructed that no personal information is to be logged in the
journal in accordance with school district policy and with provincial FOIPP (Freedom of
Information and the Protection of Privacy) regulations. I have consulted with the school district
FOIPP coordinator and am working closely with this department to ensure the protection of the
study participants. Upon completion of the study, all diaries will automatically be forwarded in
first person transfer to the FOIPP coordinator who will redact any information they deem
personal before the study administrators receive the data. Once compiled, the qualitative data
collected will indicate if the technology shows sufficient promise for a more in depth study.
Selected students will be given a mobile platform (PocketCHIP) that the C.H.I.P. docks to
and instructed to keep a journal for the entire school year. They will note all uses outside of the
Robotics classroom, especially in their other classes. This study will be used to base further
study on the feasibility of the technology being a cross-curricular educational resource. If your
child is chosen for this more comprehensive study, a meeting will be held for the study
participants and caregivers to be introduced to the technology and the study logistics.
Your child will not do anything outside of his/her normal classroom activities and there is
no risk to you/your child. Your child’s participation will not affect his/her grade. Participation is
strictly voluntary. All teachers and support staff at the school have had a briefing on the initiative
and the use of the technology will be allowed in all other classes.

If you have any questions or concerns about the study, or if you would like to withdraw
your child from the study, please contact us at:
Bishop O’Byrne High School
Phone: #############
e-mail: %%%%%%%%

Yours sincerely,

Ed Pawliw

Student Name:_____________________________

Caregiver’s Signature:___________________________