Notwithstanding the hype surrounding the enthusiasm and rush that characterises the employment of robotics in formal educational contexts, their use is described as nothing less than fragmented. In the circumstances that processes of adoption and application of digital tools are clearly outpacing their accommodation and enactment in formal educational settings, a teachertraining framework for the integration of robotics in primary schools is being proposed. Anticipated to be editable in context by teachers, a mediating tool whose actions are defined by the Activity Theory is presented to provide a framework for activities, aims, learning outcomes and suggestive complementing hardware. Thematically built around a constructionist approach, and having a long-standing tradition in early childhood education, it should simultaneously enhance the student and teacher learning experience towards robotics in a meaningful manner.

中文翻译：

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注意差距。为小学机器人融合提出教师学习培训框架

尽管围绕热情和冲动的炒作体现了在正规教育环境中使用机器人的特征，但对机器人的使用却被描述为零碎的。在数字工具的采用和应用过程明显超过其在正规教育环境中的适应性和制定性的情况下，提出了一种将机器人技术集成到小学的教师培训框架。预期教师可以在上下文中对其进行编辑，提出了一种活动工具，该活动的活动由活动理论定义，以提供活动，目标，学习成果和提示性补充硬件的框架。以建构主义方法为主题，并在儿童早期教育中拥有悠久的传统，