Teachers' readiness for technology integration depends also on their beliefs about the contribution of technology to teaching and learning, which influence their motivation for its adoption. Initial pre-service teacher education is critical in reducing the attitude-behaviour divide supporting technology acceptability, acceptance and use. Acceptance of interaction between human and robot is more complicated than human-computer interaction acceptance. Social robots are radical innovations, harder for potential users to accept in human social spaces than are incremental innovations. In 2019, a survey using a convenience sample of 121 first-year students was conducted to examine pre-service teachers' beliefs about social robot educational technology. It examined the following factors derived from the Unified Theory of Acceptance and Use of Technology adopted for social robots in education: Perceived social dimension, Intention to use, Perceived usability, Anxiety. Based on our findings, it seems there is a critical disjunction between researchers' efforts to equip social robots with human manners and social intelligence and participants' rejection of this technology precisely because it mimics being human. Further, we report that ICT familiarity as assessed using PISA's Information Communication Technology--ICT familiarity factors is related to robot acceptability. These findings need further examination to inform educational robotics design and Human-Robot Interaction research and teacher education and training.