October 31, 2019 Conference paper Embargoed Access

Yiannis Georgiou; Andri Ioannou

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  <identifier identifierType="URL">https://zenodo.org/record/3523858</identifier>
  <creators>
    <creator>
      <creatorName>Yiannis Georgiou</creatorName>
      <affiliation>Research center on Interactive media, Smart systems &amp; Emerging technologies (RISE), Cyprus and Cyprus Interaction Lab, Cyprus University of Technology, Limassol, Cyprus</affiliation>
    </creator>
    <creator>
      <creatorName>Andri Ioannou</creatorName>
      <affiliation>Research center on Interactive media, Smart systems &amp; Emerging technologies (RISE), Cyprus and Cyprus Interaction Lab, Cyprus University of Technology, Limassol, Cyprus</affiliation>
    </creator>
  </creators>
  <titles>
    <title>Investigating in-service teachers' concerns about adopting technology-enhanced embodied learning</title>
  </titles>
  <publisher>Zenodo</publisher>
  <publicationYear>2019</publicationYear>
  <dates>
    <date dateType="Available">2020-10-31</date>
    <date dateType="Accepted">2019-10-31</date>
  </dates>
  <language>en</language>
  <resourceType resourceTypeGeneral="Text">Conference paper</resourceType>
  <alternateIdentifiers>
    <alternateIdentifier alternateIdentifierType="url">https://zenodo.org/record/3523858</alternateIdentifier>
  </alternateIdentifiers>
  <relatedIdentifiers>
    <relatedIdentifier relatedIdentifierType="DOI" relationType="IsIdenticalTo">10.1007/978-3-030-29736-7_47</relatedIdentifier>
    <relatedIdentifier relatedIdentifierType="URL" relationType="IsPartOf">https://zenodo.org/communities/rise-teaming-cyprus</relatedIdentifier>
  </relatedIdentifiers>
  <version>Accepted pre-print</version>
  <rightsList>
    <rights rightsURI="http://creativecommons.org/licenses/by-nc-nd/4.0/legalcode">Creative Commons Attribution Non Commercial No Derivatives 4.0 International</rights>
    <rights rightsURI="info:eu-repo/semantics/embargoedAccess">Embargoed Access</rights>
  </rightsList>
  <descriptions>
    <description descriptionType="Abstract">&lt;p&gt;Despite the affordances of technology-enhanced embodied learning, its integration in mainstream education is currently at slow pace given that in-service teachers are reluctant to adopt this innovation. This exploratory study in-vestigated the concerns of 31 in-service primary education teachers, who took part in a Professional Development (PD) programme, using a questionnaire grounded in the Concerns Based Adoption Model (CBAM) about the adoption of technology-enhanced embodied learning. The findings of this study indicated that, at the outset of the PD programme, the participating teachers had relatively few personal and management concerns; in contrast, they were highly concerned about obtaining more information, collaborating with other colleagues as well as about expanding the innovation further. Teachers&amp;rsquo; participation in the PD pro-gramme had a significant impact on the mitigation of these concerns. By the end of the PD programme teachers retained only some high-level concerns, which are essential for the sustainability of technology-enhanced embodied learning.&lt;/p&gt;</description>
    <description descriptionType="Other">This work has been partly supported by the project that has received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 739578 (RISE – Call: H2020-WIDESPREAD-01-2016-2017-TeamingPhase2) and the Government of the Republic of Cyprus through the Directorate General for European Programmes, Coordination and Development.</description>
  </descriptions>
  <fundingReferences>
    <fundingReference>
      <funderName>European Commission</funderName>
      <funderIdentifier funderIdentifierType="Crossref Funder ID">10.13039/501100000780</funderIdentifier>
      <awardNumber awardURI="info:eu-repo/grantAgreement/EC/H2020/739578/">739578</awardNumber>
      <awardTitle>Research Center on Interactive Media, Smart System and Emerging Technologies</awardTitle>
    </fundingReference>
  </fundingReferences>
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