Ready Teacher One: Virtual and Augmented Reality Online Professional Development for K-12 School Teachers

Stylianos Mystakidis,Giorgos Filippousis,Maria Fragkaki

doi:10.3390/computers10100134

Stylianos Mystakidis, Giorgos Filippousis + Show 1 more

Open Access

https://doi.org/10.3390/computers10100134

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Abstract

Augmented reality (AR) and virtual reality (VR) are two technologies with the potential to enhance learning quality by activating episodic student memory. In this manuscript we outline the pedagogical benefits of AR and VR as well as the rationale, design, development, and pilot evaluation results from an in-service teacher online professional development program (OPD) on AR and VR linked with research activities. More specifically, we examined the “Augmented and Virtual Reality in Teaching and Learning” OPD course aimed at K-12 educators in a European country combining pedagogically informed methods such as inquiry-based learning and digital storytelling. Findings from a mixed-method research using questionnaires and focus groups indicate that AR- and VR-based pedagogical scenarios can be integrated effectively into everyday school teaching practice. The study also outlines implications and limitations that policy makers, education leaders, and educators need to consider for efficient institution-wide deployment of AR and VR technologies.

Highlights

Virtual reality (VR), augmented reality (AR), and mixed reality (MR) are associated with the fourth transformational wave of innovation in computing platforms [1]
Digital literacy is not limited to technological aptitude and management of ICT equipment and software but includes the meaningful integration with pedagogy as highlighted in frameworks such as the technological pedagogical and content knowledge TPACK model [6]
In this study we present the design, development, and pilot evaluation results from an in-service teacher online professional development program on AR and VR linked with research activities

Summary

Introduction

Virtual reality (VR), augmented reality (AR), and mixed reality (MR) are associated with the fourth transformational wave of innovation in computing platforms [1]. The previous three innovation waves brought computers, the internet, and mobile devices to mainstream adoption These fundamental digital technologies had a profound impact on everyday life, communication, interaction, work, and education. In the European Framework for the Digital Competence of Educators, professional engagement of teachers includes critical self-reflection and participation in continuous professional development [8]. Teacher professional development can take many formats such as courses, workshops, conferences, field trips, innovative projects, and research work [10]. The current study is structured as follows: Section 2 delineates the theoretical background on immersive education, its benefits and the state of teacher professional development. Educational interventions triggering episodic memory increase retention and facilitate in-depth learning [20]

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