Kindergarten Teacher Training Through Virtual Reality: Three‐Dimensional Simulation Methodology

Katz, Yaacov J.

doi:10.1080/0952398990360211

Cited by 14 publications

(20 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Regain and Shebliske (1992) reported that learners who enter a virtual world undergo physical and emotional experiences very similar to those that exist in the real world in which they really live. Thus virtual reality provides an all-encompassing learning opportunity that promotes constructivist learning and understanding that surpass other ICT approaches (Katz, 1999). Passig and Sharbat (2001) as well Passig, Klein and Newman (2001) confirmed that the use of virtual reality technology in learning and instruction positively contributes to enhanced performance of both teachers and learners.…”

Section: Ict Based Approaches To Learning and Instruction: Past And Pmentioning

confidence: 92%

“…Interactivity available in third generation distance learning methodologies enhances active engagement of students in the learning process and leads to improved academic achievement. The implementation of distance learning technologies at different educational levels (elementary, secondary, tertiary) has been found to promote efficient and effective learning and instruction (Katz, 1998;Katz, 1999).…”

Section: Distance Learning Approaches: Past and Presentmentioning

confidence: 99%

“…Katz and Offir (1991) reported that teachers, whose attitudinal profiles included a clear tendency toward extraversion, personal stability, and tough mindedness, were more positive about using computers in learning and instruction and were more successful in their educational roles than teaches who were introverted, less stable and sensitive. Katz (1999) studied a group of kindergarten teachers who underwent 10 hours of ICT based virtual reality simulation as opposed to 10 hours of workshop activity experienced by a comparison group of their counterparts. Both ICT and workshop methodologies were designed to promote improved understanding of kindergarten children's needs.…”

Section: Affective Variables and Ictmentioning

confidence: 99%

See 2 more Smart Citations

The Historical Relationship between Affective Variables and ICT Based Learning and Instruction and Achievement in the Israeli School System

Katz

2014

IFIP Advances in Information and Communication Technology

View full text Add to dashboard Cite

International audienceICT methodologies have been part and parcel of learning and instruction in the Israeli educational system since the mid-1970s when the behavioral theory based TOAM closed minicomputer based drill and practice learning methodology was introduced into Israeli schools. Later in the late 1970s the first PCs adapted for educational use were introduced into Israeli schools and continued in the drill and practice tradition. Thereafter, in the mid-1980s with the introduction of more advanced PCs into Israeli classrooms, open courseware coupled with electronic spreadsheets and databases came to the fore in ICT based learning and instruction. In the early 1990s when constructivist learning theory became accepted in the Israeli educational system, simulations and computer-learner interaction became popular ICT based learning methodologies used in Israeli schools. In the late 1990s reality technology was introduced as an ICT based learning methodology and in the mid-2000s ICT based distance learning became a permanent feature of learning and instruction in the Israeli educational system. Alongside the process of ICT introduction into the Israeli educational system, affective aspects of ICT utilization in schools was closely monitored. Much effort was expended in research designed to examine the relationship between ICT use in learning and instruction and scholastic achievement of students at all levels in the school system. Research evidence accumulated over the years indicates that teacher and student autonomy, computer self-confidence, computer efficacy, locus of control, need for innovation, extraversion, and control of the learning process are just a few of the affective variables found to significantly enhance ICT use in Israeli schools. Bearing in mind the progress made in the assimilation of ICT based learning and instruction in Israeli schools, it appears justified for educational policy makers and administrators to consider the importance of affective variables of both teachers and students when assessing their capability to best utilize ICT in school

show abstract

Section: Ict Based Approaches To Learning and Instruction: Past And Pmentioning

confidence: 92%

Section: Distance Learning Approaches: Past and Presentmentioning

confidence: 99%

Section: Affective Variables and Ictmentioning

confidence: 99%

See 1 more Smart Citation

The Historical Relationship between Affective Variables and ICT Based Learning and Instruction and Achievement in the Israeli School System

Katz

2014

IFIP Advances in Information and Communication Technology

View full text Add to dashboard Cite

show abstract

“…A Realidade Virtual também contribui para este campo quando possibilita que docentes vivenciem as experiências de mundo (emoções, desejos, percepções etc.) dos estudantes, a exemplo do estudo de Katz (1999) e Passig (2011). Tal iniciativa auxilia na compreensão do docente sobre quem é este sujeito e como a atuação e metodologia que desempenha pode influenciar, positiva ou negativamente, o desenvolvimento dos educandos.…”

Section: Realidade Virtualunclassified

“…Tal iniciativa auxilia na compreensão do docente sobre quem é este sujeito e como a atuação e metodologia que desempenha pode influenciar, positiva ou negativamente, o desenvolvimento dos educandos. Não obstante, os fenômenos explicitados nos estudos de Katz (1999) e Passig (2011) podem ser difíceis de serem explicados ou experienciados por meio de relatos, contudo, a capacidade de empatia e de colocar-se no lugar do outro é fundamental para o professor, sendo este o profissional que ocupa o papel central e diretivo na formação humana (FREIRE, 1996).…”

Section: Realidade Virtualunclassified

Realidade virtual e formação de professores

Felkl

Dickmann²

2022

ETD - Educ. temat. digit.

View full text Add to dashboard Cite

A realidade virtual é uma mídia que se constitui de simulações computacionais interativas. Devido às suas características e à possibilidade de simular vários contextos e situações, a realidade virtual pode contribuir de modo significativo para a formação de professores. A revisão da literatura evidenciou poucos estudos relacionados ao tema. Objetivou-se analisar a compreensão de discentes e docentes da licenciatura em Pedagogia da Universidade Comunitária da Região de Chapecó (Unochapecó) sobre a realidade virtual e sua aplicação na formação de professores. Utilizou-se uma abordagem metodológica de cunho qualitativo e exploratório. Coletaram-se dados a partir de entrevistas despadronizadas com dezesseis participantes, sendo doze discentes e quatro docentes. A análise de dados se deu por meio da Análise de Conteúdo. Concluiu-se que os estudos sobre a realidade virtual e a formação de professores estão em estágio inicial. Porém, a tecnologia contribui para preparar os futuros professores para a inserção no mercado de trabalho, pois possibilita a experiência de situações que não são possíveis na realidade física.

show abstract

A Psycho-Pedagogical Model for ICT Use in the Educational Process

Katz

2002

Networking the Learner

View full text Add to dashboard Cite

Empirical studies have indicated that the existence of certain psychopedagogical attitudes is important for the facilitation of positive ICT utilisation by both teachers and students. In addition, research fmdings clearly indicate that certain psycho-pedagogical attitudes of students and teachers can significantly facilitate the implementation and enhancement of preferred ICT methodologies. The present paper suggests the adoption of a psychopedagogical model which graphically presents those psycho-pedagogical attitudes that, according to both teachers and students, facilitate the implementation of ICT as weil as intrinsically enhance the quality of leaming and instruction in the school classroom. The implementation of this model could improve the utilisation of ICT methodologies in learning and instruction by providing a flexible and positive psycho-pedagogical environment in the classroom. This could welllead to positive educational developments in the digital age and facilitate an improvement in the educational process when utilising sophisticated technologies for leaming and instruction.

show abstract

Kindergarten Teacher Training Through Virtual Reality: Three‐Dimensional Simulation Methodology

Cited by 14 publications

References 12 publications

The Historical Relationship between Affective Variables and ICT Based Learning and Instruction and Achievement in the Israeli School System

The Historical Relationship between Affective Variables and ICT Based Learning and Instruction and Achievement in the Israeli School System

Realidade virtual e formação de professores

A Psycho-Pedagogical Model for ICT Use in the Educational Process

Contact Info

Product

Resources

About