Teachers' and learners' acceptance of the use of robotics in the intermediate phase

Abstract

The purpose of this study was to explore teachers’ and learners’ acceptance of the use of robotics in the Intermediate Phase. The 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 modelling teaching and learning. Hence, user acceptance is one of the key aspects, which should be taken into consideration when new technology is introduced. The study used the Technological Acceptance Model (TAM) as the theoretical framework. Data was composed by integrating a qualitative approach through field notes, data analysis and semi-structured interviews. The researcher purposively sampled nine learners and nine teachers from the two identified schools in Pretoria, Gauteng. Content analysis was utilised to summarize the data collected and to draw up conclusions based on the findings. The data was analysed using data analysis steps by arranging, reassembling and managing the data in a systematic way. The study discovered that the integration of robotics in education is demanding, costly, time consuming and requires adequate resources. Hence, 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.