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The 21st century is the age of robots, an age in which we are witnessing the development of social robots for education. in the future teachers will be required by the labour market to prepare students for work with robotic technology and co-work and interact with robots. initial teacher education needs to follow the development of robots and prepare students and teachers in applying robotic technology in teaching. in the review study, we aim to identify how robotic technology is applied in classrooms on different educational levels and subjects. We performed a review of the Web of Science database for the period between 2006 and 2018. The analysis categories included: the educational level and research participants who experienced social robot activities, subject areas, outcome types and robot-learner interaction time. We also examined the research design and publication source. findings indicate that the educational-pedagogical aspects in the studies often represent more a vehicle, rather than a final goal of integrating robots into teaching practice. The studies reviewed focus mostly on mixed human-robot interaction (HRi) and educational-pedagogical outcomes. Robotic learning activities are prepared in the function of research goals, and not for the introduction of robots into regular teaching practices. They engage a small number of students in a diversity of learning contexts. Robot-learner interaction takes place primarily as a unique experience or as several short-term ones, during fragmented activities that rarely approach the time unit of the lesson. Robots carry out short, detailed tasks in classrooms for which lengthy studies and preparations have been required. The novelty of this work is in focusing also on (1) The demarcation between the focus of studies on educational-pedagogical outcomes; educational-pedagogical and HRi outcomes; HRi outcomes; (2) study of the robot-learner interaction time dimension.

Teachers' readiness for technology integration depends also on their beliefs about the contribution of technology to teaching and learning, which influence their motivation for its adoption. Initial preservice teacher education is critical in reducing the attitude-behaviour divide supporting technology acceptability, acceptance and use. Acceptance of interaction between human and robot is more complicated than human-computer interaction acceptance. Social robots are radical innovations, harder for potential users to accept in human social spaces than are incremental innovations. In 2019, a survey using a convenience sample of 121 first-year students was conducted to examine pre-service teachers' beliefs about social robot educational technology. It examined the following factors derived from the Unified Theory of Acceptance and Use of Technology adopted for social robots in education: Perceived social dimension, Intention to use, Perceived usability, Anxiety.Based on our findings, it seems there is a critical disjunction between researchers' efforts to equip social robots with human manners and social intelligence and participants' rejection of this technology precisely because it mimics being human. Further, we report that ICT familiarity as assessed using PISA's

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This article offers a first insight into the digital environment of Slovenian toddlers. We report on the use of digital technology and toys allowed by parents in their children’s home environment. The study is based on the results of an online questionnaire completed by parents of 26 Slovenian children up to 2 years of age (M = 17.8 months; SD = 5.6). On average, 9% of all children’s toys are digital toys and they spend 10% of their play time playing with digital toys. Among the most commonly, but still only occasionally, used digital toys or technology are smartphones and tablets. Compared to other types of digital technology, parents believed that screen-based digital toys in particular supported their child’s skills development. Ultimately, parents do not strongly associate digital technologies with positive developmental and educational effects, but rather they believe that digital technology provides entertainment, enables information-seeking and keeps children busy. Nevertheless they allow, or will allow, the child to use digital technology mainly because they believe it enables learning. Further research, if needed, will be carried out to look closely at the children’s use of digital technology and its effects on young children’s development.