Paper Info
Title
Investigating In-Service Teachers' Concerns About Adopting Technology-Enhanced Embodied Learning.
Abstract
Despite the affordances of technology-enhanced embodied learning, its integration in mainstream education is currently at slow pace given that inservice teachers are reluctant to adopt this innovation. This exploratory study investigated the concerns of 31 in-service primary education teachers, who took part in a Professional Development (PD) programme, using a questionnaire grounded in the Concerns Based Adoption Model (CBAM) about the adoption of technology-enhanced embodied learning. The findings of this study indicated that, at the outset of the PD programme, the participating teachers had relatively few personal and management concerns; in contrast, they were highly concerned about obtaining more information, collaborating with other colleagues as well as about expanding the innovation further. Teachers' participation in the PD programme had a significant impact on the mitigation of these concerns. By the end of the PD programme teachers retained only some high-level concerns, which are essential for the sustainability of technology-enhanced embodied learning.
Year
DOI
Venue
2019
10.1007/978-3-030-29736-7_47
Lecture Notes in Computer Science
Keywords
Field
DocType
Technology-enhanced embodied learning,Concerns-based adoption model,Teacher attitudes,Teacher professional development
Pace,Embodied learning,Computer science,Knowledge management,Professional development,Pedagogy,Exploratory research,Mainstream,Affordance,Sustainability,Primary education
Conference
Volume
ISSN
Citations 
11722
0302-9743
0
PageRank 
References 
Authors
0.34
0
2
Name
Order
Citations
PageRank
Yiannis Georgiou100.34
Andri Ioannou27721.51