This study aims to create a rubric based on the pedagogical properties of educational robots for preschool students and to determine the level of compliance of educational robot sets. In this sense, the study is considered a first and significant step toward the selection of robots based on pedagogical-driven factors. For this aim, a mixed-method research design was employed. A qualitative method was used to create the rubric items, and the development of the rubric was also supported through a quantitative method by including expert opinions and ensuring the content validity. Furthermore, a descriptive survey model, one of the quantitative designs, was used to examine the suitability of educational robots for preschool education level. As an outcome of this study, a rubric consisting of four dimensions and 28 items, related to the pedagogical features of educational robots in preschool, was created. Widely used educational robots at the preschool level, such as Kidoboto, Lego Wedo, Mbot, Lego Spike, Lego Ev3, Matatalab, was evaluated by experts using the created rubric.

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The current study reveals whether there is a significant relationship between the level of teachers' use of educational technologies and classroom management anxiety. In the study, Levels of Educational Technology Usage scale and Classroom Management Anxiety scale were used as data collection tools. In the results of the research, it was determined that there was a significantly weak and negative relationship between the level of teachers' use of educational technologies and their classroom management concerns. It was also inferred that the use of educational technologies explained approximately 11% of the total variance of classroom management anxiety. When the levels of teachers' use of educational technologies were examined according to the variables of gender, age, and educational status, it was determined that there was a significant difference, but no significant difference was found according to the school type variable. Additionally, when the classroom management anxiety of the teachers was examined, it was seen that there was a significant difference as per the gender variable, while there was no significant difference as per the educational status, school type and age variables.