ICT & Teaching (434 items)To section archive
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
Transforming Mobile Learning and Digital Pedagogies: An Investigation of a Customized Professional Development Program for Teachers in a Hospital School
In an initiative to improve learning experiences and outcomes for students, the leaders of a school located in a hospital in Australia implemented a new digital strategy with mobile technologies and relevant digital pedagogies. This study examines the outcomes of a professional development program introduced to effect transformational change by enabling integrated use of mobile technologies in the hospital school. The study examines teachers’ views following completion of this customized professional development program, using a mixed methods investigation situated within the unique learning environment of the hospital school. A key finding is that identifying and addressing teacher needs through customized professional development, supported with individualized coaching, can increase the participating teachers’ technological pedagogical knowledge to enable the improved use of mobile technology in a hospital school setting. Additionally, hospital school teachers responded to opportunities to collaborate as a professional learning community to implement, support, and enhance mobile learning for hospitalized students. The findings from this study have significant implications for leaders in all schools and systems embarking on similar initiatives to transform pedagogical practices through professional development supporting mobile technology integration in a digital world.
Updated: Mar. 12, 2020
Despite the potential of video for professional learning, the field lacks an integrated framework to inform teacher educators’ pedagogical decision making, particularly in the context of preservice teacher education. This article aims to make a conceptual argument about productive ways of using video in preservice education contexts. Drawing on situative and sociocultural perspectives, the authors theorize how and under what conditions video can be used productively. They discuss existing frameworks and tools that guide the design of video-embedded learning environments. They then present an integrated framework, the principled use of video (PUV) to specify principles, processes, and key considerations for creating a system of video-embedded activities. The merits and potential pitfalls of the PUV framework are discussed using an illustrative case. The authors argue that productive use of video that facilitates the desired learning of preservice teachers involves attention to both the learning ecology and underlying theories of preservice teacher learning.
Updated: Feb. 13, 2020
Where the Rubber Meets the Road: Exploring the Perceptions of In-Service Teachers in a Virtual Field Experienc
This study examines the experiences of teachers enrolled in an online certificate program for K–12 online teaching. Participants blogged weekly regarding their experiences developing and facilitating an online course. Qualitative analysis of the data shows that teachers face many challenges in developing and facilitating an online course; however, they found support from their colleagues enrolled in the program. Additionally, teachers found value in the authentic experience afforded them in the virtual field experience in that it gave them exposure to online learning theory coupled with the opportunity to design and facilitate their own online courses.
Updated: Jan. 26, 2020