Robotics is one of the key learnings in a world where learners will interact with multiple robotic technologies and operating systems throughout their lives. However, school teachers, especially in the elementary and primary education stages, often have difficulties incorporating these tools in the classroom. Four elementary teachers in three schools in Catalonia were trained to introduce robotics in the classroom to seventy-five students. The main actions consisted in classroom accompaniment by a university-trained support teacher, curricular materials’ development, and assessment of the students’ and teachers’ learning. The designed contents and evaluation criteria took into account the potential of educational robotics to improve soft skills and to promote Science, Technology, Engineering, Arts, and Mathematics (STEAM) interdisciplinary learning. Teachers perceived the training to be supportive and useful and ended the school year feeling confident with the used robotic platform (KIBO). The assessment of the students’ learning showed an average mark of 7.1–7.7 over 10 in the final evaluation criteria. Moreover, students’ learning was higher in the classes where the teachers had higher initial interest in the training. We present and analyse the actions carried out, with a critical and constructive look at extending the experience to other educational centers.

中文翻译：

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早期使用机器人平台进行社交STEAM学习：西班牙四所学校的案例研究。

机器人技术是世界上的重要学习之一，在这个世界中，学习者将在一生中与多种机器人技术和操作系统进行交互。但是，学校教师，特别是在小学和初等教育阶段的教师，通常很难将这些工具纳入课堂。加泰罗尼亚三所学校的四名小学教师接受了培训，向75名学生介绍了课堂上的机器人技术。主要行动包括由大学培训的支持教师陪伴课堂，课程材料的开发以及对学生和教师学习的评估。设计内容和评估标准考虑了教育机器人技术在提高软件技能和促进科学，技术，工程，艺术，和数学（STEAM）跨学科学习。老师们认为培训是有帮助的和有用的，并且在学年结束时对二手机器人平台（KIBO）充满信心。学生的学习评估在最终评估标准中平均得分为7.1–7.7（满分10分）。此外，在教师对培训有较高初始兴趣的班级中，学生的学习水平较高。我们以批判性和建设性的眼光介绍和分析所采取的行动，以将经验扩展到其他教育中心。在教师对培训有较高初始兴趣的班级中，学生的学习水平较高。我们以批判性和建设性的眼光介绍和分析所采取的行动，以将经验扩展到其他教育中心。在教师对培训有较高初始兴趣的班级中，学生的学习水平较高。我们以批判性和建设性的眼光介绍和分析所采取的行动，以将经验扩展到其他教育中心。