Robotics in the educational field becomes a resource to facilitate learning and develop general skills such as socialization, creativity and initiative, which allow the student to give an efficient response to the changing environments of today's world. The presence of robotics in the classroom does not attempt to train students in the discipline of robotics proper, but to take advantage of its multidisciplinary nature to generate learning environments where students can perceive real world problems, imagine and formulate Possible solutions and start up their ideas, while feeling motivated by issues that are developing (Del Mar, 2006; Aliane, 2007). The learning environments allow to activate cognitive and social processes that promote a significant learning in the student and the necessary skills to perform adequately in the diverse and complex context that society requires. These spaces are generated by the relationships and interactions that occur in the classroom between students and teachers, and among them with the resources available (Acuña, 2006). The main objective of learning environments is to turn the classroom into a laboratory of exploration and experimentation where students constantly ask themselves the how and why of things in their environment; In particular, we want the new generations to question the different elements that we can find in the current technological environment, but without an excuse like robotics, these elements usually go unnoticed. Thus, educational robotics seeks to arouse interest in class subjects and facilitate the understanding of a variety of concepts and phenomena.

EDUCATIONAL ROBOTICS