Educational Robotics Inclusive And Technology Education

Computational thinking is a fundamental competence in the training. The fundamental motivation is to be found in the ability, which must be transversal, to learn methods of approach to problem solving. A skill that goes beyond simple problem solving but is configured as intelligence and as such can be trained and developed. At the same time, it becomes essential to put oneself in the perspective of an education that is inclusive. An education attentive to inclusion is an education attentive to the enhancement of the skills of each one to develop skills. On the other hand, we must pay continuous attention to emerging technologies, evaluating, and integrating them into learning paths, aware that they are integrated into a complex framework. Starting from these considerations, we intend to reflect and propose educational paths that use educational robotics not with the aim of learning the programming or the functions of an android, but configuring themselves as an innovative approach to teaching, a pedagogical method to increase the centrality of the student in the learning-teaching processes, promote an individualization aimed at the inclusion of all the children in the class. The background of this reflection is the focus of some eidetic structures that mark the new processes of knowledge in the world of robotics; this means going in search of the connective structures of robotic systems within the weaving of relationships with the context, then identifying the nodes that make the parts of the same system interdependent in relation to educational instances.