Teachers' and Learners' Acceptance of the Use of Robotics in the Intermediate Phase

Abstract

This study explored teachers' and learners' acceptance of the use of robotics based on their attitudes and experiences in two primary schools, which integrate robotics as a learning tool. Robotics is the current digital technology in the educational sector and offers new possibilities for modeling teaching and learning. The study used the technological acceptance model (TAM) as the theoretical framework and a qualitative approach. The researcher purposively sampled six learners and six teachers from the two identified schools in Pretoria, Gauteng. The study discovered that the integration of robotics in education is demanding, costly, and requires adequate resources. It necessitates additional time to design educational programs, requires more time for workshops and solving technical glitches, and puts more pressure on teachers. Teachers need support with the resolving of hardware and software issues as well as technical maintenance. Learners perceive robotics as a positive and exciting technological learning approach, which promotes teamwork and hands-on learning.