Project El-Stem: Enlivened Laboratories Within Stem Education

Rodosthenous, Christos; Lasica, Ilona-Elefteryja; Vitsilaki, Chryssi; Meletiou-Mavrotheris, Μaria

doi:10.21125/inted.2018.2221

Cited by 4 publications

(5 citation statements)

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“…Another important theme that emerged consistently in teachers' responses, and which is in accord with the existing research literature [13][14][15][16][17][18][19][20], is the positive impact of the augmented reading approach on students' motivation. This was repeatedly mentioned both in the questionnaires and in conversations that we had during the training.…”

Section: Discussionsupporting

confidence: 77%

“…The results of these studies demonstrate that the seamless interconnection of the virtual and the real world offered by AR books makes the learning process more relevant and enjoyable for the majority of students, including learners with diverse educational needs. This, in turn, helps to increase students' motivation and engagement in learning, and to improve their story comprehension performance [13][14][15][16][17][18][19][20].…”

Section: Introductionmentioning

confidence: 99%

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Teacher Training for ‘Augmented Reading’: The Living Book Approach and Initial Results

et al. 2020

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Living Book—Augmenting Reading for Life, a three-year EU-funded Erasmus + project (September 2016–August 2019), exploited the affordances of augmented reality (AR) and other emerging technologies in order to address the underachievement of European youth in reading skills. The program developed an innovative approach that empowers teachers from upper primary and lower secondary schools (ages 9–15) to ‘augment’ students’ reading experiences through combining offline activities promoting reading literacy with online experiences of books’ ‘virtual augmentation’ and with social dynamics. Various professional learning activities were designed within the project, aimed at strengthening European teachers’ profile and competences in effectively integrating the Living Book approach into their classroom activities, and in dealing with diversified groups of learners, particularly pupils from disadvantaged backgrounds. Teachers also received training in how to involve parents, and particularly those from disadvantaged and/or migrant backgrounds, in proreading activities to back the overall Living Book strategy at home. The current article provides an overview of the main phases of the Living Book project implementation, and of the program’s key activities and outputs. It also outlines the content and structure of the ‘Augmented Teacher’ and ‘Augmented Parent-Trainer’ training courses developed within the project. Finally, it reports on the main insights gained from the pilot testing of the courses and the follow-up classroom experimentation that took place in the project partner countries.

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Section: Discussionsupporting

confidence: 77%

Section: Introductionmentioning

confidence: 99%

Teacher Training for ‘Augmented Reading’: The Living Book Approach and Initial Results

et al. 2020

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“…One of the main objectives of the TPD program, hopefully, achieved to some extent, was for the teachers to realize that they are key persons in the process of designing and developing AR-supported educational activities and material within STEM-related disciplines, but also in the classroom implementation process where they need to provide the necessary instructional support to their students to maximize the impact of such technologies [21,24]. Teachers were also encouraged to recognize the added value that AR could have on teaching, learning, and assessment, while being informed about best practices in their exploitation as instructional tools [28].…”

Section: Discussionmentioning

confidence: 99%

“…The main objectives of the TPD program were: (a) The utilization by participating teachers of existing AR Learning Objects (Los) in their classrooms, and (b) the development of their own AR Los and Lesson Plans (LPs) with appropriate tools and applications [24]. These objectives should be achieved through the development of a supportive culture, motivating teachers of STEM-related courses to effectively integrate AR with core STEM curricular ideas and to transform their classrooms and/or laboratories into a smart-learning environment [21].…”

Section: Description Of the Teacher Professional Development Programmentioning

confidence: 99%

“…One promising aspect recently explored by the research community, is the potential of integrating the technology of augmented reality (AR) and mixed reality (MR) in the Immersive Learning Landscape, as a means of enhancing students' twentieth-first century skills and performance in STEM-related courses [22][23][24][25][26][27]. Teachers are key persons in the processes of designing and developing educational activities and material towards this landscape to exploit the potential of augmented reality-therefore, they could provide the necessary instructional support to their students, maximizing the impact of such technologies [21,24]. Additionally, teachers' encouragement to recognize the added value that AR could have on teaching, learning, and assessment, as well as being informed about best practices in their exploitation as instructional tools are of critical importance [28].…”

Section: Introductionmentioning

confidence: 99%

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Augmented Reality in Lower Secondary Education: A Teacher Professional Development Program in Cyprus and Greece

2020

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The current article provides an overview of a Teacher Professional Development (TPD) program that has been designed, pilot tested, and implemented to investigate the impact of augmented reality (AR) on: (a) Teachers’ level of technology (AR) acceptance, adoption of inquiry-based instructional approaches, and confidence towards teaching twentieth-first century skills in STEM-related courses; and (b) students’ potential enhancement of specific twentieth-first century skills and motivation and interest during a STEM- (science, technology, engineering, mathematics)-related course supported with AR. This article focuses on the teachers’ points of view concerning the impact of their STEM-related interventions on their students’ motivation and learning, as well as the factors that influence the teachers’ technology acceptance. The TPD program has been implemented in Cyprus and Greece with twenty-five lower secondary school teachers (20 in Cyprus and 5 in Greece). The research methodology applied is Educational Design Research (EDR), including an initial phase of the TPD program and a second (improved) phase. The data collection tools consisted of questionnaires, interviews, and observation of classroom interventions. Initial findings and their implications for teaching and future research are discussed, indicating the potential benefits and challenges surrounding the integration of AR within the educational process.

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A Teacher Professional Development Program on Teaching STEM-Related Topics Using Augmented Reality in Secondary Education

Lasica

Meletiou-Mavrotheris

Katzis

2020

Emerging Technologies and Pedagogies in the Curriculum

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Project El-Stem: Enlivened Laboratories Within Stem Education

Cited by 4 publications

References 0 publications

Teacher Training for ‘Augmented Reading’: The Living Book Approach and Initial Results

Teacher Training for ‘Augmented Reading’: The Living Book Approach and Initial Results

Augmented Reality in Lower Secondary Education: A Teacher Professional Development Program in Cyprus and Greece

A Teacher Professional Development Program on Teaching STEM-Related Topics Using Augmented Reality in Secondary Education

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