In Peru, according to the Census of Students (ECE) carried out by the Ministry of Education at 2016 (MINEDU), there are sustained differences between learning goals in rural and urban schools. There are more than 20 thousand educational robotic kits distributed nationwide. It requires trained teachers to develop their digital competence and integrate these resources into the teaching-learning process. In this context, a virtual course was designed and executed, showing rural teachers how to plan learning sessions that integrate Information and Communication Technologies (ICT) in their pedagogical practice. The course was validated with 2500 registered teachers. In the first court, 300 did not log into the virtual classroom, 500 did not to complete the course, 1170 remained active, 534 successfully completed the course and 473 gained a certificate through the virtual platform. In the second court, there are 667-registered teachers. The conclusions of the experience indicate that it is possible to implement strategies for electronic learning aimed at rural teachers in a sustainable and cost - effective way using ICT, which spontaneously create virtual communities of collaborative learning, which support the process allowing implementation the "Knowledge Management". This experience will allow us to make recommendations for rural education policy in Peru (Fernández Morales, Iriarte Gómez, Mejía Solano, & Revuelta Domínguez, 2017).

Recently, the interest in the educational robotics has grown greatly, but few studies have been conducted in this field. This study intended to investigate the trend of usage robotics in education during the period of 2001-2014 while analyzing 133 research papers to find the answers to the following questions. First, what is the general research trend of utilizing robotics in education? Second, what are the most recent issues and challenges of robotics in education? Publications have been analyzed using quantitative analysis and cross-tabulation. All gathered articles have been categorized and analyzed under twelve categories. Furthermore, seven categories have been cross-tabulated with other categories. Overall findings present that there are a significant amount of publications on higher and secondary education. Articles on early education and teachers training have started to become more apparent lately. It has also been noticed that robotics generally is seen as an extracurricular activity. Among educational robots, ‘robot kit’ type was one of the highly utilized, especially LEGO Mindstorms robot kit. The main objective of most analyzed articles is the experience of a course curriculum. Results of the study show that there are three main issues and challenges of robotics in education. First, there is a lack of quantitative research on the impact of robotics in education. Second is an absence of well-defined curriculum for target audience. Third is the narrow use of robotics in education. The study also present recommendations for future research.