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About

Gerald K. LeTendre is an educational researcher whose work spans the intersection of technology, globalization, and classroom learning, with a particular focus on the emerging field of social robotics in education. He has established himself as a leading voice in understanding how social robots can be integrated into school environments, most notably through his widely cited 2021 review of field-based studies on robot use in classrooms, which has accumulated 166 citations and serves as a foundational reference for researchers and practitioners alike. His cross-cultural work examining attitudes toward robots — including a 2020 validation study of the "Negative Attitudes Toward Robots Scale" in the U.S. context — demonstrates his commitment to ensuring that educational technology research is both culturally sensitive and methodologically rigorous. LeTendre has also investigated how early adolescents understand and navigate robot-human interactions in authentic project-based learning settings, filling a critical gap in the literature. Beyond robotics, his scholarship addresses the broader forces of globalization and how information and communication technologies are reshaping teachers' professional roles and working conditions worldwide, reflecting a career dedicated to understanding technology's transformative impact on education at multiple scales.