What Are We Doing (with) Nao? Humanoid Robots Enter Everyday School Practices Driven by EdTech Companies and Public Funding

This article analyses the complex and dynamic interactions between human and non-human actors shaping the integration of robotics in education. Drawing on a sociomaterial perspective, the analysis investigates how educational policies and market dynamics converge to promote the adoption of pre-configured technological solutions, often resulting in a 'black box' effect. Focusing on the case of the Nao robot, the study explores its configuration as an assistant and as a material expression of imaginaries of future human-robot collaboration in classrooms. The empirical findings shed light on the tensions that emerge when the promise of educational robotics encounters everyday school practices. Case studies illustrate instances of technical malfunctions, reliance on stable internet connections, and the underutilization of robots due to a lack of teacher training and integration into traditional curricula. In conclusion, the article questions how the enthusiasm for technological innovation, driven by the funding and marketing strategies of EdTech companies, is leading to an ever deeper integration of market logic within schools and an increasing dependence on external technological solutions, raising crucial questions about the challenges of transparency and accountability in technology management, issues that are crucial to ensure that educational policies are fair and democratic.