Sometimes we have the possibility to get so close to the technology that allows us to touch it, manipulate it and even program it. In my opinion this is a fundamental pillar when we talk about Educational Technology, to be able to show and bring to our students the technology with which they will have to develop in their future. This is a great advance in the educational change in which we are immersed.

We recently had the opportunity, thanks to the company Landatel, to be able to count in our classrooms with a type of Technology that is still difficult to "descend" in the classes but that is highly recognized by children and adults; the robots.

When we were raised the possibility of collaborating in this initiative, I was clear that this had to be different from a simple entertainment device in the classroom, I had to look for the interaction with the students and the way to integrate it into a methodology of work in class.

I think it's a big step for companies that design technology for education to have teachers as the main source of opinion, the classroom experience of a teacher is the best way to score a technology or a resource that could be used in education.

But going back to our new classmate, I must tell you that it fascinates me and motivates me, as passionate about Technology, to be able to test, investigate or even "mess around" with this robot. I've been with him for two weeks and although for the moment he has spent more time standing than wandering through the corridors, I can tell you that I have already made several advances in terms of programming and interaction.

Technology helps us to personalize learning

A fundamental thing of this technology is that it must be configurable, customizable and flexible, because in education there are not two equal classrooms, moreover there are not two equal students and if any advantage has technology it is the possibility of personalizing and focusing the learning.

My first steps with our robot has been to work on the emotional rather than the technological point, that is, present it to our youngest students. My intention is to be known as a "robot partner" with whom they could interact, learning about him by asking questions and learning from his answers.

So a nice presentation in the classroom with a small schedule of questions and answers to interact was enough to achieve this first objective.

Vertical and Horizontal Projects with Technology

The next step will be to work on the most technological point with our older students, so that with their developments and ideas our youngest children have the opportunity to learn in a "slightly different" way.

Finally I can not finish this first article about our Robot without thanking my partner Monica and her 1º elementary students for their enthusiasm in getting to know our new partner.