Taking in the complete picture: Framing the use of 360-degree video for teacher education practice and research

Rossade, Klaus-Dieter; Wolfenden, Freda; Adinolfi, Lina

doi:10.1016/j.tate.2021.103597

Cited by 15 publications

(16 citation statements)

References 64 publications

(90 reference statements)

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“…Reliability indicates the degree to which repeated application of the instrument to the same subject will produce the same results, and validity refers to the degree to which a given instrument measures what it is supposed to measure [115]. Of the 72 documents, only 17 explicitly state reliability [41,[47][48][49][51][52][53]63,68,72,77,89,97,99,100,112,114], and 9 explicitly state the validity of the instruments applied [42][43][44]46,57,87,88,105,106], which provides evidence of the limited transparency in data sharing.…”

Section: Resultsmentioning

confidence: 99%

Teachers’ Professional Training through Augmented Reality: A Literature Review

2023

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Practicum is regarded as a fundamental aspect of the training of prospective teachers. In addition, digital tools are increasingly used to enrich a traditional face-to-face experience. However, the technological exploitation of Augmented Reality (AR) by undergraduate students studying early childhood and primary education is low. A Systematic Literature Review (SLR) on the use of Augmented Reality (AR) in teacher training was conducted. Based on the overarching objectives of the ERASMUS+ project, entitled Digital Practicum 3.0 Exploring Augmented Reality, Remote Classrooms, and Virtual Learning to Enrich and Expand Pre-service Teacher Education Preparation (2020-1-ES01-KA226-HE-096120), the ultimate purpose of this study was to assess whether the use of this resource favors learning and expertise. Two main results are prominent. First, it is noteworthy how the use of this digital technology is limited, given the scarcity of studies. Second, the research studies available focus largely on the benefits of the use of AR in teacher education at a theoretical level. Thus, future research needs to further explore the use of AR in teacher training specially focused on student teachers’ learning processes.

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Section: Resultsmentioning

confidence: 99%

Teachers’ Professional Training through Augmented Reality: A Literature Review

2023

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“…Il nous semble donc nécessaire que de plus amples études soient menées afin d'identifier des effets sur des échantillons plus larges (certaines études sont basées sur des études de cas) afin d'envisager l'intégration du recours à la vidéo 360° dans les parcours de formation des enseignants. Cela aussi bien en formation initiale qu'en formation continue, car excepté deux études (Cross, Wolfenden et Adinolfi, 2022;Kosko, Weston et Amador, 2021), toutes les autres se sont focalisées sur la formation initiale.…”

Section: Discussionunclassified

“…Le recours à un son ambisonique constitue aussi une piste de recherche à approfondir, car à ce jour, seuls les travauxde Ferdig, Kosko et Gandolfi (2022 se sont penchés sur cette question, en révélant notamment un effet immersif intéressant.Cependant, un défi majeur à relever afin de pouvoir démocratiser l'usage de cette technologie dans la formation des futurs enseignants consiste à favoriser la mise en oeuvre de formations à destination de leurs formateurs. ont montré que les formateurs utilisent prioritairement la vidéo 2D en raison d'une plus grande familiarité avec cette ressource qu'avec la vidéo 360°, bien queCross et al (2022) aient montré un enthousiasme certain des formateurs pour utiliser cette technologie.Il importe donc de rester prudent et nuancé au sujet des plus-values du recours à la vidéo 360°. En effet, pour, l'ajout de la vidéo 360° dans la formation des enseignants ne garantit pas de façon systématique des effets positifs en formation.…”

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L’utilisation de la vidéo 360° dans la formation professionnelle des enseignants : une synthèse des connaissances

2023

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La vidéo 360° est un nouvel outil qui s’est développé et son usage dans la formation des enseignants a débuté il y a moins de 10 ans. À partir d’une analyse systématique de la littérature existante en utilisant les principales bases de données, notre objectif est de rendre compte des principaux résultats de recherche actuels et de pouvoir envisager de nouvelles perspectives de recherche, mais aussi des pistes pour intégrer ce nouvel outil dans le cadre de la formation des enseignants. Quatre principaux points de résultats ont pu être dégagés : 1) la vidéo 360° comme outil pour développer la réflexivité sur l'enseignement, 2) la vidéo 360° comme outil de préparation et d'accompagnement des stages, 3) la vidéo 360° comme outil de développement de la perception des enseignants, 4) la vidéo 360° comme outil d'amélioration de la connaissance des contenus d’enseignement.

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“…Reliability indicates the degree to which repeated application of the instrument to the same subject will produce the same results, and validity refers to the degree to which a given instrument measures what it is supposed to measure [115]. Of the 72 documents, only 27 explicitly state reliability [41,47,49,51,52,72,77,89,99] and nine the validity of the instruments applied [42][43][44]46,57,87,88,105,106], which provides evidence of the limited transparency in data sharing.…”

Section: Q4 Which Studies State the Reliability And Validity Obtained...mentioning

confidence: 99%

Teachers' Professional Training Through Augmented Reality: A Literature Review

Mena¹,

Molina²,

Pérez-Calvo³

2023

Preprint

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The Practicum is regarded as a fundamental aspect of the training of prospective teachers. In addition, digital tools are increasingly used to enrich a traditional face-to-face experience. However, the technological exploitation of augmented reality (AR) by undergraduate students studying early childhood and primary education is low. A Systematic Literature Review (SLR) on the use of augmented reality (AR) in teacher training was conducted. Based on the overarching objectives of the ERASMUS+ project, entitled Digital Practicum 3.0 Exploring Augmented Reality, Remote Classrooms, and Virtual Learning to Enrich and Expand Preservice Teacher Education Preparation (2020-1-ES01-KA226-HE- 096120), the ultimate purpose of this study was to assess whether the use of this resource favors learning and expertise. Two main results are prominent. First, it is noteworthy how the use of this digital technology is limited, given the scarcity of studies. Second, the research studies available focus largely on the benefits of the use of AR in teacher education at a theoretical level. Thus, future research needs to further explore the use of AR in teacher training specially focused on the student teachers’ learning processes.

show abstract

Taking in the complete picture: Framing the use of 360-degree video for teacher education practice and research

Cited by 15 publications

References 64 publications

Teachers’ Professional Training through Augmented Reality: A Literature Review

Teachers’ Professional Training through Augmented Reality: A Literature Review

L’utilisation de la vidéo 360° dans la formation professionnelle des enseignants : une synthèse des connaissances

Teachers' Professional Training Through Augmented Reality: A Literature Review

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