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Investigating in-service teachers' concerns about adopting technology-enhanced embodied learning

Yiannis Georgiou; Andri Ioannou


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    <subfield code="a">Technology-enhanced embodied learning</subfield>
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    <subfield code="a">Teacher attitudes</subfield>
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    <subfield code="a">Teacher Professional development</subfield>
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    <subfield code="a">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.</subfield>
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    <subfield code="a">Transforming Learning with Meaningful Technologies.</subfield>
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    <subfield code="a">Andri Ioannou</subfield>
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    <subfield code="0">(orcid)0000-0002-2850-8848</subfield>
    <subfield code="a">Yiannis Georgiou</subfield>
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    <subfield code="a">Investigating in-service teachers' concerns about adopting technology-enhanced embodied learning</subfield>
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    <subfield code="a">&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;</subfield>
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    <subfield code="a">10.1007/978-3-030-29736-7_47</subfield>
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