Research shows the importance of social interaction between peers in child development. Although technology can foster peer interactions, teachers often struggle with teaching with technology. This study examined a sample of (n = 19) children participating in a kindergarten robotics summer workshop to determine the effect of teaching using a structured versus unstructured robotics curriculum on fostering peer-to-peer collaborative interactions. Results indicated that using a structured curriculum was associated with significantly less collaboration than an unstructured curriculum. Findings from this study indicated that to foster peer collaboration, a less structured learn-by-doing approach might be useful for teachers when integrating technology.