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Given the extensive use of educational robotics in various school systems around the globe, there is a need to investigate the factors, attitudes and perceptions of teachers about educational robotics. The study employs a mixed method approach, collecting data from questionnaires and personal interviews from 180 educators. It presents the factors that influence educators to incorporate robotics as a cognitive-learning tool in the educational practice, and their attitudes and perceptions of educational robotics. Additionally, it focuses on identifying, categorizing and defining teacher profiles that explain their attitudes and perceptions of educational robotics. Finally, it attempts to describe and explain the profile an educator should have in order to successfully integrate educational robotics as a cognitive-learning tool.