本文讲述的是嵌入式系统和编程，在大学或学校级别，嵌入式系统编程使用简单的树莓派或更多已经发展。它们被用于为学生在ICT环境下创造性地应用科学和数学原理(Uptown 2012)。大学试图让学生使用这些工具包，以增强他们对基于ICT的结构的理解，他们可以实时编程(Wolff & Luckett 2013)。有效的设计结构是有可能的，当学生设计元素的手。他们都可以在新的解决方案上工作，或者通过即兴创作来改进现有的解决方案(Nooshabadi & Garside 2006)。本篇格拉斯哥市论文代写文章由英国论文通AssignmentPass辅导网整理，供大家参考阅读。
In the University or school level, embedded systems programming using simple Raspberry Pi or more has evolved. They are being used for creative application of scientific and mathematical principles for students in an ICT enabled environment (Uptown 2012).Universities attempt to make students use these kits to enhance their understanding of ICT based structures that they could program in real time (Wolff & Luckett 2013). Efficient design constructions are possible when students design elements hands on. They can both work on new solutions or improve existing solutions by improvising (Nooshabadi & Garside 2006).
At the K12 level, students are not into advanced operations but instead the focus is on making students learn embedded systems and programming in a more basic level. They are taught to incorporate simple but innovative style of programming. They make use of both hardware and software components as well. Different school projects with course competencies are targeted here (Grimheden & Torngren 2005). At the high school level, the use of the Raspberry Pi or Arduino kits targets to help the students in using their knowledge in Match and sciences too. Along with electronic engineering and computer programming, students also learn firsthand how to make use of small electrical and mechanical devices as well. Students should be guided towards using design or redesign a product, a process, or a system to meet desired needs and also develops their electrical and electronic engineering skills in the process (Campbell et al. 2015)
Some of the pedagogical issues noticed in the incorporation of embedded systems are that of understanding how the learning process could be improved with these. Schools might be reluctant to adopt them in their curriculums if they are not aware of the benefits. Research studies indicate that raspberry pi makes up a very interactive learning environment (Nooshabadi & Garside 2006). Learning is more effective when students are able to connect their experiences of learning with their future learning process or their work environments. When they are able to do so then they become more engaged in the learning process. It helps them to stay motivated in a person context. It is the duty of educational institutions to become aware of these commitments and Universities and schools must work towards them (Nooshabadi & Garside 2006).
In the first case study, sstudents were challenged in terms of external techniques needed to work with the raspberry pi, similarly in the case of the second case study; the creative challenge was the biggest challenge. High level challenges such as interfacing come into the University level projects. The summary of the case studies is first presented in this section, and then based on the different case study details, the students’ activities, learning outcomes as well as what students do will be critically analysed.
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