Factors That Hinder in-Service Teachers from Incorporating Educational Robotics into Their Daily or Future Teaching Practice

As educational technology continually improves, there is an ongoing interest in using educational robotics (ER) in preschool classrooms. The acquisition of STEM experience in young children's education has found that it helps children get the appropriate tools crucial to any successful study. As the research recognizes that children must participate in STEM education from an early age, ER provides a tangible interface that could enhance the learning process by creating an enjoyable and engaging context. There is also a close relationship between educators’ knowledge, views, and attitudes towards technology and how to adopt technology in early childhood classrooms. Teachers' perceptions, attitudes, and technological competencies are considered the primary determinants of technology adoption in curriculum and pedagogy. It is necessary to understand their views, problems of ER’s utility, and acceptance in preschool education. This study aimed to examine preschool educators' views regarding the factors that hinder them from incorporating the ER into their daily teaching practice.

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