This paper reports on the implementation of a humanoid robot in five school settings and evaluates the success of the implementation based on the leadership of the school principal. As part of a wider three-year multiple case study research study that investigated the use of humanoid robots in different school settings, a robot was placed in the five selected schools for a fixed period of time to see how the technology was used and how the principal’s leadership impacted on the implementation in the classroom. Multiple case study design approach allowed for exploration of the use of humanoid robots in each setting as well as a comparison between the settings. Teachers planned lessons incorporating the unfamiliar technology and used the humanoid robot as a tool to make their classes more engaging, relevant, and authentic for their students. The findings of this study highlight that principals who were invested in the implementation of the humanoid robot in the classroom, fostered a positive learning community, and were directly supporting and encouraging of their teachers; led their team to a successful implementation of the new technology in their school.

本文报告了在五个学校环境中仿人机器人的实施情况，并在校长的领导下评估了实施成功的情况。作为一项为期三年的多案例研究的一部分，该研究调查了在不同学校环境中使用人形机器人的情况，将机器人放置在选定的五所学校中固定的时间，以了解该技术的使用方式以及校长的领导力影响了课堂的实施。多案例研究设计方法允许探索每个设置中人形机器人的使用以及设置之间的比较。老师计划了采用不熟悉的技术的课程，并使用人形机器人作为工具，使他们的课程对学生而言更具吸引力，相关性和真实性。这项研究的结果突出表明，那些在课堂上实施类人机器人的投资的校长，建立了积极的学习社区，并直接支持和鼓励他们的老师；带领他们的团队在学校成功实施了新技术。