Search results for: Virtual reality
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Use of video as a representation of practice in teacher education is commonplace. The current study explored the use of a new format (360 video) in the context of preservice teachers’ professional noticing. Findings suggest that preservice teachers viewing 360 videos attended to more student actions than their peers viewing standard video. In addition, using a virtual reality headset to view the 360 videos led to different patterns in where preservice teachers looked in the recorded classroom, and to increased specificity of mathematics content from the scenario. Thus, findings and results support the use of 360 video in teacher education to facilitate teacher noticing. However, future research is needed to further explore this novel technology.
Updated: Aug. 16, 2021
The use of virtual simulations in teacher education to develop pre-service teachers’ behaviour and classroom management skills: implications for reflective practice
The use of virtual simulations is increasingly seen as an opportunity to provide pre-service teachers with unique opportunities to experience examples of classroom life in a controlled and structured environment. With these benefits in mind, this paper explores the growing use of virtual simulations in pre-service teacher education and in particular their use in developing pre-service teachers’ behaviour and classroom management skills. It highlights issues that teacher educators need to be cognisant of in using them with student teachers, particularly the extent to which they cement existing stereotypes about pupil behaviour and the extent to which they subsequently limit rather than enhance opportunities for critical reflection.
Updated: Jan. 09, 2021
Using Virtual Reality to Augment Museum-Based Field Trips in a Preservice Elementary Science Methods Course
Positioned in the context of experiential learning, this paper reports findings of a virtual reality field trip (VRFT) in conjunction with an in-person field trip involving preservice teachers in an elementary science methods course to a local natural history museum. Findings included that virtual reality (VR) is best used after a field trip to encourage student recall of the experience, but only when done for a limited time to avoid VR fatigue. The types of experiences that preservice teachers thought VR would be good for in their science classrooms included the ability to visit either inaccessible or unsafe locations, to explore scales of size that are either too big or too small, and to witness different eras or events at varying temporal scales. Furthermore, this study uncovered potential equity issues related to VRFTs being seen as a viable alternative if students could not afford to go on field trips. Further research needs to be conducted to better understand the impact of VRFTs on student learning outcomes and take advantage of recent improvements in VR technology.
Updated: Mar. 15, 2020