Abstract
The current article provides an overview of a Teacher Professional Development (TPD) program that has been designed, pilot tested, and implemented to investigate the impact of augmented reality (AR) on: (a) Teachers’ level of technology (AR) acceptance, adoption of inquiry-based instructional approaches, and confidence towards teaching twentieth-first century skills in STEM-related courses; and (b) students’ potential enhancement of specific twentieth-first century skills and motivation and interest during a STEM- (science, technology, engineering, mathematics)-related course supported with AR. This article focuses on the teachers’ points of view concerning the impact of their STEM-related interventions on their students’ motivation and learning, as well as the factors that influence the teachers’ technology acceptance. The TPD program has been implemented in Cyprus and Greece with twenty-five lower secondary school teachers (20 in Cyprus and 5 in Greece). The research methodology applied is Educational Design Research (EDR), including an initial phase of the TPD program and a second (improved) phase. The data collection tools consisted of questionnaires, interviews, and observation of classroom interventions. Initial findings and their implications for teaching and future research are discussed, indicating the potential benefits and challenges surrounding the integration of AR within the educational process.
Highlights
During recent years, numerous studies highlight the current need for professionals in all fields equipped with twentieth-first century skills [1,2,3], as well as teachers preparing their students for twentieth-first century professions [4,5,6]
There is a gap between the way STEM-related disciplines are taught in EU Lower Secondary Education and the twentieth-first century skills required by students to face real life situations in STEM-related studies and careers [10,11]
Solve a problem: As generally stated, to decrease to some degree the gap between the way STEM-related disciplines are taught in EU Lower Secondary Education and the twentieth-first century skills required by students to face real life situations in STEM-related studies and careers; Put knowledge to innovative use: This is achieved through the design, pilot testing and implementation of a Teacher Professional Development (TPD) program which aims to familiarize teachers with the potential of augmented reality (AR)
Summary
Numerous studies highlight the current need for professionals in all fields equipped with twentieth-first century skills (i.e., critical thinking, inquiry, creativity, problem-solving, collaboration) [1,2,3], as well as teachers preparing their students for twentieth-first century professions [4,5,6]. There is a gap between the way STEM-related disciplines are taught in EU Lower Secondary Education and the twentieth-first century skills required by students to face real life situations in STEM-related studies and careers [10,11]. This means that teachers, still teach in the way they have been taught as students [12]. School classrooms need to be upgraded through dynamic educational processes, allowing the adaptation of educational approaches and resources towards the promotion of these critical skills This reframing could be accompanied with innovative pedagogical approaches and re-contextualized learning environments, as well as appropriate technological equipment (e.g., WiFi connection, mobile devices, modern computer devices)
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