Investigating in-service teachers' concerns about adopting technology-enhanced embodied learning
Creators
- 1. Research center on Interactive media, Smart systems & Emerging technologies (RISE), Cyprus and Cyprus Interaction Lab, Cyprus University of Technology, Limassol, Cyprus
Description
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’ 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.
Notes
Files
Georgiou _ Ioannou 2019 (ECTEL2019 - Pre-print version).pdf
Files
(175.6 kB)
Name | Size | Download all |
---|---|---|
md5:a8d884c12f221d906f7edac4f18c0ea4
|
175.6 kB | Preview Download |