Engaging Our School Teachers: An Augmented Reality (AR) Approach to Continuous Professional Development

Abstract

Currently, teachers in the UK learn about behaviour management strategies from theoretical perspectives when training, through discussions with mentors, and by trial and error at their schools. Existing literature mainly focuses on such issues from the 'adult' viewpoint, not the voice of the child. This paper reports on work-in-progress developing a range of Augmented Reality (AR) resources for these issues, drawing upon co-design research workshops with children from a Year 6 class (aged 10) in a UK Primary School. Our research informs approaches to classroom management by encouraging reflection and analysis of 'critical incidents' identified by the pupils, and explored by teachers in workshops through the medium of AR, giving a reality previously uncaptured in more traditional approaches. Our final resources will be a set of Open Education Resources (OER), offered to the wider community for reuse/repurposing for educational settings through a Creative Commons (cc) licence.

The Potential of AR Solutions for Behavioral Learning: A Scoping Review

“…AR solutions were mainly used as tools to support the learning and training of prosocial [28,29,31,33,39,44], empathetic [43], and anti-corruption [21] behaviors for environmental education [20,24,38,41] and for the training of specific motor skills [25].…”

“…Surprisingly, only six of the reviewed papers directly addressed potential limitations or challenges related to the integration of AR technology in educational practice. Specifically, two papers [23,29] found that teachers and educators were reluctant toward modifications of their consolidated practices, especially due to the introduction of novel technologies such as AR. A further limitation on the use of AR in the educational field that emerged from the available research pertained to the availability of devices in terms of costs, level of implementation, and market readiness [23,29].…”

“…Specifically, two papers [23,29] found that teachers and educators were reluctant toward modifications of their consolidated practices, especially due to the introduction of novel technologies such as AR. A further limitation on the use of AR in the educational field that emerged from the available research pertained to the availability of devices in terms of costs, level of implementation, and market readiness [23,29]. In this regard, two papers reported the design and technical limitations of the studied AR solutions, which were defined as context-unaware [39] and difficult to handle [43].…”

Construction Quality Evaluation of Teacher Development Schools Based on Improved Artificial Neural Network

“…The existing research on teacher development schools mostly focuses on comparing their characteristics, summarizing the guiding roles of training and verifying the operating mechanism [19][20][21][22][23]. Only a few papers mentioned the evaluation of school construction quality, and even in case analysis, there has been very little discussion on the school construction quality evaluation.…”

Use of Augmented Reality in Social Sciences as Educational Resource

“…One of these is the augmented reality (AR) that in these moments begins to implement is in the educational field and that presents numerous possibilities in presentation of content and the way of encourage to them students (Tanner, Karas, & Schofield, 2014). There are clear definitions about what AR is the best known are those of Azuma (1997) pioneer in the study of this technology, and having in common the of the superimposition of elements generated by the computer to reality, real, in three dimensions and whose vision is mediated by an electronic device with camera and internet (Wu, Lee, Chang, & Liang, 2013;Tanner, Karas, & Schofield, 2014;Holley, & Howlett, 2016).…”