Educational robotics in teachers’ perceptions

Abstract

Although the potential of educational robots in developing several dimensions related to learning, such as reasoning, logical thinking and various soft skills, has been demonstrated, their use in schools is still occasional. For a systematic implementation of educational robotics, it is necessary to investigate teachers’ attitudes and beliefs. In this regard, the present work analyses the results of a survey involving 117 pre-school and primary school teachers. The administration of a questionnaire and the realization of a focus group highlighted the real knowledge, attitudes and ideas about the didactic effectiveness of these practices, as well as the propensity to implement robotics workshops. The results show interest and recognition for the educational potential, but at the same time they reveal critical issues in terms of teacher training and expertise.