![]() Professionals interested in this field can pursue positions in robotics development and innovation, or specialize in the maintenance of the millions of robotic machines already in use around the world. Footnote 5 Robotics technicians install, program, repair, and modify robotic equipment and systems. Robotics engineers build robotic applications, debug programs, process sensor data, and create program backups. Two common robotics job titles include robotics engineers and robotics technicians. This may come in the form of initial development and coding, testing and patching, or maintaining robots. While robots are often designed to replace humans who perform certain tasks, they still require human interaction. You can apply your robotics knowledge to fields such as engineering, construction, deployment, healthcare, automated management, and maintenance. ![]() There are many options for career paths in the field of industrial robotics. Robotics projects and applications can be found across a large number of industries, from automotive production to military drone operations and even space exploration. Robotics engineers may have background knowledge or professional experience in adjacent fields. Footnote 3 For example, the sensors on today’s autonomous vehicles process thousands of data points each second, along with location data from the web, to move a vehicle safely along its route. Machines are now capable of processing large quantities of data and learning with minimal human interaction. ![]() The field continues to grow with the advent of big data and the Internet of Things (IoT). Footnote 2 This encompasses everything from the design of neural networks and algorithms that program robots to product development and testing. Footnote 1 At its core, robotics combines computer science with mechanical and electrical engineering to accomplish a variety of tasks. “There's relevance in the teaching part of it.Robotics is a branch of engineering focused on the design, development, and implementation of robots, or autonomous machines meant to replicate human effort. “Teachers don't want something extra to do if it's just a play activity, or if it's a special replacement, or if it is a toy,” he says. “Let people know that this isn't just for happy, fun time on a half-day that you want to fill time,” Abele says.Ĭastelhano says this curriculum component is necessary in order to get buy-in from your educators. While price can be a deterrent to purchasing these kits, there are grants that can help with funding, Castelhano says.Įven more important than the robots themselves, however, is making sure you connect their use to curriculum goals from the beginning. They use Ozobots with K-12 students and Dash with grade 3-12 students. Gilbert Public Schools uses Code-e-Pillars with pre-K and kindergarten students to teach coding, math, social science, and other topics. Tips for Purchasing Robots for Your DistrictĬastelhano says that it helps to have someone from the technology department who has some familiarity with robots guide the purchasing, as different robots are better suited to different age groups. Demand is growing so the district is expanding its TIE-brary with more kits.Ĭastelhano says that though generally popular with elementary school students, the TIE-brary program is demonstrating that robots can also be an important education tool for secondary students. So far, robots have been used to teach programming and other computer science as well as math, social science, and less expected topics such ELL and writing. “If they're working on angles and trajectory and subjects like that, then they can look through that document and see if there are connections there,” Castelhano says. The district also offers standards-aligned resources for these kits in different subjects and for different grade levels. Twelve technology integration educators (TIEs) work alongside educators at the district’s 40 schools and have created the Library of Robots, or TIE-brary, a library of robotics kits that can be checked out and used in classrooms. “So then we turned our focus more to how we could actually connect this to what the kids are learning in their classes, the standards that they're actually addressing.” ![]() And none of us really wanted that,” Abele says. “They felt more of a show-and-tell kind of thing that was one and done.
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