Abstract
The purpose of this study is to understand the phenomenon of the “professional journey” of elementary teacher candidates (ETC) both as learners and as teachers by exploring their learning experiences and practices regarding the virtual reality (VR) platform called Second Life (SL). Using the grounded theory approach, we designed an insider-led work-based study, synthesizing an outsider perspective. We collected data from 229 ETCs over three academic years including semi-open ended reflective questionnaire, science journal notebooks, 5E science lesson plans, peer teaching classroom observations, and instructor’s semester notebooks. Results indicate that as a VR platform, SL provided unique learning experiences that encourage discovering, problem solving, or accidental learning for these mostly first-time user ETCs. Three themes emerged in terms of perceptions of integrating VR into science teaching: (1) skeptical integrators (29%), (2) observant integrators (59%), and (3) innovative integrators (12%). However, none of the ETC collaborative groups integrated a VR platform during their 5E science lesson planning activities, demonstrating the gap between learning experiences and practices. Finally, we converged analysis results with related literature to develop a theory. This study contributes to the discussions on preparing teachers for the 21st century in which all will live in a technology-accelerated society.
Highlights
Digital citizenship is no longer optional, but necessary, as we are living in a fast-evolving era of the Information and Communication Technology (ICT) world
The elementary teacher candidates (ETC) in this study reported that they were first time VR users who had not been exposed to any kind of virtual reality
The goal of this study was to understand the several phenomena of the professional journey of ETCs who were near the end of a teacher education program
Summary
Digital citizenship is no longer optional, but necessary, as we are living in a fast-evolving era of the Information and Communication Technology (ICT) world. This revolutionary movement from an analogue-based to a digital-based society has changed the types of occupations needed; the roles of creative individuals as the key agents of change; the ways people collaborate with others and interact with digital devices; and, the ways ideas are developed, shared, and distributed (deSessa, 2000; Friedman, 2005). The needs and demands for preparing the workforce in the fields of science, technology, engineering and mathematics (STEM) have increased; at least this is the case in the United States (Kuenzi, 2008; National Commission on Excellence in Education [NCEE], 1983; National Academy of Science [NAS], 2010). Teacher shortage and inadequate preparation of highly qualified teachers in these areas have remained a challenge for the nation (The California Council on Science and Technology [CCST], 2007; Triangle Coalition for STEM education, 2017)
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