Analytical data of the use of educational robotic facility in the different countries of the world are given, characteristics of robotic platforms are offered, a practical model of such platform to be used in the process of education during extracurricular activity is given. The experience of teaching informatics in South Korea is considered in details, as the content lines of South Korean course of informatics for juniors and secondary school matches a lot content lines of informatics course in Russia. In South Korean school books "Coding", "Computer and the world of professions", "Programming and me" much attention is paid to such topics as algorithmization and programming, which are the ground in Russian school. As well as in Russia, in South Korea start with programming in the environment of performer, for that purpose modern environment of visual programming Scratch (junior school) is used. Teaching robotics in Russian Federation is not yet compulsory element of FSES general common education , the following robotics sets are developed and are being implemented: ScratchDuino; Micronic, yodo, Tetra, Amperka, Robotec, UMKI. Used in the educational process robotic constructors have a big educational potential, promote formation of a wide range of universal learning activities of students. Along with that, it should be noted, that the use of different instruments doesn’t assume a single methodological base and gives the understanding only about the capabilities of a given constructor (platform). The authors offer to classify all present instruments that are used in teaching robotic science in four types depending on the features of use in the learning process. Evaluation and summation of national methodological developments on the educational robotics and some foreign publications allow to consider robotics as independent technology of teaching.

Keywords: robots, Educational robotics, algorithms, school education, extracurricular activity, information technology, programming, universal learning activity.