Enhancing Students’ Voices in a Voiceless IoT Ecosystem

Ages: 19-99

Description of the practice

This article, written by Neus Lorenzo and Anastasia Lovtskaya, suggests a personalized approach to give voice to students in an inclusive collaborative way, thanks to projects that use Artificial Intelligence and Internet of Things technology.


  • Country: Spain

Example of Implementation

This article provides educational reflections and examples for applying transmedia approach
 and collaborative methodologies in complex IoT ecosystems.

  “The authors identify physical and intangible components in IoT communicative networks, 
for individual learning and collective ethical decision-making. They debate the role
 of transmedia interaction and connectivity for facilitating students’ learning autonomy, 
and for empowering social participation. They also analyze school projects oriented t
o solving common global problems related to the Sustainable Development Goals 
from the UN Agenda 2030, and finally provide a case study of personalized learning 
in a hyperconnected environment. “
 They show how several Catalan Schools are using advanced technology in class, to help 
the most vulnerable students to advance in their learning itinerary. Some examples of projects
 with kids with special needs are providing spaces for them to decide, collaborate
 and participate in fighting against pollution and climate change, and in promoting 
the UN 2030 Agenda for achieving the international Sustainable Development Goals (SDGs).
1-Institut Nicolau Copèrnic:

[Use this QR code to access this and other similar Magnet Schools’ projects in Catalonia]. 
The Institut Nicolau Copèrnic in Terrassa — an industrial town in Catalonia
not far from Barcelona — is an example of a secondary school that is trying
to enhance students' interest in scientific culture and technology.
By experimenting with robotics, smart devices, and IoT sensors
they explore inclusive learning ecosystems, where the students are empowered
with decision-making skills and leadership roles (Carbonell, 2019, p. 8-11).

 2-Escola Rel (Catalonia)

[Use this QR code to access a video about the project].

For over five years now, the school Escola Rel, for kids with special needs in Terrasa has been using smart connected devices to set up and care for the school vegetable garden, in their project SMART – HORT Taula de cultiu intel·ligent (Ramos, 2014). Using Scratch, students can install sensors to detect soil irrigation needs, build a watering system for a vegetable garden, and manage all this project information through their telephones. They analyse the whole process in class and explore connectivity benefits and consequences. [https://www.youtube.com/watch?v=21riqj75Fwo&feature=youtu.be]

To know more:
[+] Lorenzo M.N., Lovtskaya A. (2021) Enhancing Students’ Voices in a Voiceless IoT Ecosystem. In: Daniela L. (eds) The Internet of Things for Education. Springer, Cham. pp. 7-28. https://doi.org/10.1007/978-3-030-85720-2_2.

[+] Contact the authors: Neus Lorenzo & Anastasia Lovtskaya  

Ask Others: