Learning Experiences and Practices of Elementary Teacher Candidates on the Use of Emerging Technology: A Grounded Theory Approach

Abstract

The purpose of this study is to understand the phenomenon of the "professional journey" of elementary teacher candidates (ETC) both as learners and as teachers by exploring their learning experiences and practices regarding the virtual reality (VR) platform called Second Life (SL). Using the grounded theory approach, we designed an insider-led work-based study, synthesizing an outsider perspective. We collected data from 229 ETCs enrolled in science methods course over three academic years including semi-open ended reflective questionnaire, science journal notebooks, 5E science lesson plans, peer teaching classroom observations, and instructor's semester notebooks. Results indicate that as a VR platform, SL provided unique learning experiences that encourage discovering, problem solving, or accidental learning for these mostly first-time user ETCs. Three themes emerged in terms of perceptions of integrating VR into science teaching: (1) skeptical integrators (29%), (2) observant integrators (59%), and (3) innovative integrators (12%). However, none of the ETC collaborative groups integrated a VR platform during their 5E science lesson planning activities, demonstrating the gap between learning experiences and practices. Finally, we converged analysis results with related literature to develop a theory. This study contributes to the discussions on preparing teachers for the 21st century in which all will live in a technology-accelerated society.

An Investigation of Pre-Service Teachers’ Previous Mathematics Learning Experience from Elementary School to College and How It Relates to Attitudes and Beliefs about Mathematics Learning and Teaching

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Mobile Augmented Reality in Biological Education: Perceptions of Austrian Secondary School Teachers

“…The degree of agreement between the fundamental codes, as well as the placement of the codes inside subcategories, categories, and themes, were used by the researchers to assess the dependability of the codes and the accuracy and precision of the coding. This approach to analyzing data in research related to biological and scientific education has been recommended by previous research (Anđić et al, 2021;Maloney, 2005;Bahng and Lee, 2017).…”

Realidad Virtual en procesos de aprendizaje en estudiantes universitarios: motivación e interés para despertar vocaciones científicas

“…No obstante, se pone de manifiesto que es en esta área donde, debido al cambio constante de contenidos por su evolución sistemática, sigue presente la necesidad de formar profesores de manera constante, especialmente docentes más jóvenes ya que los más adultos tienden a mostrar dificultades en el manejo de simuladores (Nissim y Weissblueth, 2017;Coro Montanet, Gómez Sánchez y Suárez García, 2017). Por otra parte, en el caso de los profesores jóvenes pudieron experimentar que la RV proporciona experiencias de aprendizaje únicas que fomentan el descubrimiento, la resolución de problemas, pero, existe una brecha entre las experiencias de aprendizaje y las prácticas para la enseñanza (Bahng y Lee, 2017). En el caso de esta investigación fue posible observar que los profesores experimentaron las mismas situaciones, esto es, son capaces de usar los recursos disponibles de RV para el experimento como aprendices, pero sin capacidad para generar contenidos para enseñar, además, aunque se contara con el equipamiento y conocimientos, se convierte en una ac-ción voluntaria y, por tanto, es seguro que no suceda el aprovechamiento posterior de la tecnología de RV y la decisión de producir contenidos.…”