Virtual Reality in Initial Teacher Education (VRITE): a reverse mentoring model of professional learning for learning leaders

Farrell, Rachel; Cowan, Pamela; Brown, Martin; Roulston, Stephen; Taggart, Sammy; Donlan, Enda; Baldwin, Mark

doi:10.1080/03323315.2021.2021102

Cited by 9 publications

(10 citation statements)

References 14 publications

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“…The VR acceptance of preservice teachers also prioritizes the integration of this technology into the lesson plan and implementation (Eutsler & Long, 2022;Farrell et al, 2022).…”

Section: / 15mentioning

confidence: 99%

The effects of TPACK and facility condition on preservice teachers’ acceptance of virtual reality in science education course

et al. 2023

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Virtual reality (VR) is developing in line with the establishment of the learning metaverse, although the relationship between its acceptance and technological pedagogical content knowledge (TPACK) is very unclear. Therefore, this study aims to determine the effects of facility condition (FC), technological acceptance model (TAM), and TPACK on pre-service teachers’ use of VR in Indonesian science education courses. This condition emphasizes the description of these teachers’ readiness in designing VR for learning and teaching integration. The survey was conducted using 406 preservice teachers from 12 Indonesian universities, with confirmatory factor analysis (CFA) and partial least square-structural equation model (PLS-SEM) subsequently utilized. The results showed that PU (perceived usefulness), PEOU (perceived ease of use), behavior Intention (BI), TPACK, and FC were significantly and positively related. However, two hypotheses emphasizing the relationship between FC and TPACK to PEOU were rejected. These results are expected to facilitate preservice teachers in easily adopting VR learning in courses.

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“…The VR acceptance of preservice teachers also prioritizes the integration of this technology into the lesson plan and implementation (Eutsler & Long, 2022;Farrell et al, 2022).…”

Section: / 15mentioning

confidence: 99%

The effects of TPACK and facility condition on preservice teachers’ acceptance of virtual reality in science education course

et al. 2023

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“…This application can visualize the human digestive organs into 3-Dimensional objects. With these advantages, of course, to study the digestive organs of teaching staff and students, they do not have to practice it directly, just by depicting it virtually with AR applications (Farrell et al, 2022).…”

Section: Educational Need For Ar and Vrmentioning

confidence: 99%

The Southeast Asian Conference on Education 2024: Official Conference Proceedings

2024

SEACE Official Conference Proceedings

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This practitioner research in education paper is based on the experiences of two English language educators taking part in a collaborative online international learning project, otherwise known as COIL. Synchronous and asynchronous teaching methods were used for English language learners to meet and work with students from other countries. The collaboration took place virtually between two institutions of higher education, located on different sides of the globe, namely Mexico and Singapore. Students met to work in groups on a project, in an authentic situation to practice the target language. The experience provided students with intercultural and transnational learning through interaction, collaboration and taking ownership of their learning. With little or no experience of taking part in COIL projects, the practitioners investigated three key questions: 1. What are the benefits to students of taking part in international collaboration? 2. What are the challenges of such a project? 3. How do students cope with misunderstandings resulting from cultural and ethnic differences? Data was collected through the analysis of written online learning logs using thematic coding to create a survey given to participating students at the end of the project. The benefits, as well as the challenges, are considered followed by recommendations based on first-hand experiences and reflections to offer a practical reference for colleagues and educators who may wish to explore the feasibility of taking part in such a project.

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“…A good place for this support to start is in initial teacher education. ITE subject methods tutors who are early adapters of innovative digital pedagogy can foster a cyclical model of professional learning in the use of VR and promote the use of VR technology in teaching, learning and assessment [62]. As Tondeur et al [63] advocate, ITE tutors have a responsibility to act as role models when using new technologies as they have a significant influence on student teachers' future use of technology in the classroom.…”

Section: Virtual Reality As An Opportunity For New Pedagogical Approa...mentioning

confidence: 99%

Virtual Reality as the Catalyst for a Novel Partnership Model in Initial Teacher Education: ITE Subject Methods Tutors’ Perspectives on the Island of Ireland

Cowan

Farrell

2023

Education Sciences

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This small-scale study explores the attitudes of fifty initial teacher education (ITE) subject methods tutors towards the use of virtual reality (VR) in education and considers whether VR could be a catalyst for reviewing the partnership model within ITE programmes. In addition, this study offers a novel solution to ITE tutors’ challenges when managing their own technological and pedagogical development alongside preparing student teachers for technology-enhanced learning (TEL). Building on previous research on ITE tutors’ use of TEL across the island of Ireland, this paper discusses the synergy between the cognitive apprenticeship model and reverse mentoring that upends the classic co-operating teacher/student teacher hierarchy and positions all partners in ITE programmes as learning leaders at key points in the partnership process. An online survey comprising 51 items was administered to a purposive sample of 50 ITE tutors from four ITE providers, two in Ireland and two in Northern Ireland (NI), who were selected due to their developing interest in the use of virtual reality in teacher education. Data analysis using SPSS combined with thematic analysis of open-ended responses revealed that although the majority of ITE subject methods tutors conveyed open-minded and willing attitudes to embrace VR in the future, they identified a number of systemic issues that need to be addressed first. These include the disconnect between innovative pedagogical practices presented in university-based modules and the stark reality of technological deficits in some classrooms; the pedagogical and resource-based ‘readiness’ of ITE tutors to embed VR in their subject-specific teaching; and the need for curriculum-focused, VR resources for school-based use. As a result of this study, an incremental, cyclical approach to growing the body of knowledge around VR pedagogy is proposed in conjunction with new forms of collaboration between the partners in ITE.

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Virtual Reality in Initial Teacher Education (VRITE): a reverse mentoring model of professional learning for learning leaders

Cited by 9 publications

References 14 publications

The effects of TPACK and facility condition on preservice teachers’ acceptance of virtual reality in science education course

The effects of TPACK and facility condition on preservice teachers’ acceptance of virtual reality in science education course

The Southeast Asian Conference on Education 2024: Official Conference Proceedings

Virtual Reality as the Catalyst for a Novel Partnership Model in Initial Teacher Education: ITE Subject Methods Tutors’ Perspectives on the Island of Ireland

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