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Due to the vast variety of educational robotics tools available, educational practitioners need decision support to choose appropriate tools. The task of finding, acquiring and using educational robotics tools for early childhood settings is influenced by material and usage access issues associated with the digital divide. This article presents the findings obtained during an action research study, which involved semi-structured interviews with seven research participants, observations, and the researcher\u2019s action research journal as data gathering\u00a0instruments. The findings are interpreted through the lens of two theories, namely the types of access associated with the digital divide, and the Technological Pedagogical and Content Knowledge framework. Ten tools for early childhood settings were investigated. 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