Exploring teachers’ perspectives on the benefits and barriers of using social robots in early childhood education

Abstract

Social robots are designed to interact with humans and this technology is entering early childhood classrooms across the world. Research is needed to understand teachers' perspectives on the benefits and barriers of using social robots with children. In this study, 94 teachers working in preschool or the early years of primary school, in Australia, completed a survey that asked teachers about their perspectives on using social robots in the classroom. Teachers reported that the main benefits of social robots would be to improve young children's learning and engagement and barriers included financial cost, limited teacher training, and technical support for using social robots in the classroom. Overall, teachers were generally neutral in their views about social robots, neither dismissing nor embracing them. It is recommended that early childhood teachers be provided with greater opportunities and training to experience these new digital technologies for supporting children's learning in the classroom.