Journal article Open Access

Teachers' concerns about adopting technology-enhanced embodied learning and their mitigation through Professional Development

Yiannis Georgiou; Andri Ioannou


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{
  "inLanguage": {
    "alternateName": "eng", 
    "@type": "Language", 
    "name": "English"
  }, 
  "description": "<p>Technology-enhanced embodied learning is argued to have the potential to revolutionize K-12 education. Despite the affordances of technology-enhanced embodied learning, its integration in mainstream education is currently at slow pace. Slow adoption of technological innovation is not a new issue in the education arena. Several factors are contributing to why in-service teachers are being reluctant to adopt educational innovations. This study investigated the concerns of 31 in-service primary education teachers about adopting technology-enhanced embodied learning using the Concerns Based Adoption Model (CBAM). A Professional Development (PD) programme composed of two phases &ndash; a Training phase (including experiential workshops) and a Practical phase (including teachers&rsquo; enactment of technology-enhanced embodied learning in their classrooms) &ndash; allowed for the mitigation of these concerns. By the end of the PD programme teachers retained only some high-level concerns, which are essential for the scalability and sustainability of technology-enhanced embodied learning. The study elaborates on the use of the CBAM model and provides a rich description of our PD programme, which can inform future efforts in this area. Taking into account and addressing teachers&rsquo; concerns through PD lays the groundwork for the successful adoption of technology-enhanced embodied learning to nourish education.</p>", 
  "license": "https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode", 
  "creator": [
    {
      "affiliation": "Research Center on Interactive Media, Smart Systems & Emerging Technologies, Cyprus", 
      "@type": "Person", 
      "name": "Yiannis Georgiou"
    }, 
    {
      "affiliation": "Cyprus University of Technology, Cyprus", 
      "@type": "Person", 
      "name": "Andri Ioannou"
    }
  ], 
  "headline": "Teachers' concerns about adopting technology-enhanced embodied learning and their mitigation through Professional Development", 
  "image": "https://zenodo.org/static/img/logos/zenodo-gradient-round.svg", 
  "datePublished": "2020-04-10", 
  "url": "https://zenodo.org/record/3747643", 
  "version": "Accepted pre-print", 
  "@context": "https://schema.org/", 
  "identifier": "https://doi.org/10.5281/zenodo.3747643", 
  "@id": "https://doi.org/10.5281/zenodo.3747643", 
  "@type": "ScholarlyArticle", 
  "name": "Teachers' concerns about adopting technology-enhanced embodied learning and their mitigation through Professional Development"
}
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