October 31, 2019 Conference paper Open Access

Yiannis Georgiou; Andri Ioannou

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{
  "inLanguage": {
    "alternateName": "eng", 
    "@type": "Language", 
    "name": "English"
  }, 
  "description": "<p>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&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.</p>", 
  "license": "https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode", 
  "creator": [
    {
      "affiliation": "Research center on Interactive media, Smart systems & Emerging technologies (RISE), Cyprus and Cyprus Interaction Lab, Cyprus University of Technology, Limassol, Cyprus", 
      "@id": "https://orcid.org/0000-0002-2850-8848", 
      "@type": "Person", 
      "name": "Yiannis Georgiou"
    }, 
    {
      "affiliation": "Research center on Interactive media, Smart systems & Emerging technologies (RISE), Cyprus and Cyprus Interaction Lab, Cyprus University of Technology, Limassol, Cyprus", 
      "@id": "https://orcid.org/0000-0002-3570-6578", 
      "@type": "Person", 
      "name": "Andri Ioannou"
    }
  ], 
  "headline": "Investigating in-service teachers' concerns about adopting technology-enhanced embodied learning", 
  "image": "https://zenodo.org/static/img/logos/zenodo-gradient-round.svg", 
  "datePublished": "2019-10-31", 
  "url": "https://zenodo.org/record/3523858", 
  "version": "Accepted pre-print", 
  "@type": "ScholarlyArticle", 
  "keywords": [
    "Technology-enhanced embodied learning", 
    "Concerns-based adoption model", 
    "Teacher attitudes", 
    "Teacher Professional development"
  ], 
  "@context": "https://schema.org/", 
  "identifier": "https://doi.org/10.1007/978-3-030-29736-7_47", 
  "@id": "https://doi.org/10.1007/978-3-030-29736-7_47", 
  "workFeatured": {
    "alternateName": "EC-TEL 2019", 
    "location": "Delft, The Netherlands", 
    "@type": "Event", 
    "name": "Transforming Learning with Meaningful Technologies."
  }, 
  "name": "Investigating in-service teachers' concerns about adopting technology-enhanced embodied learning"
}