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DC Field | Value | Language |
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dc.contributor.author | Camilleri, Vanessa | |
dc.contributor.author | Freitas, Sara de | |
dc.contributor.author | Dunwell, Ian | |
dc.contributor.author | Montebello, Matthew | |
dc.date.accessioned | 2017-12-06T15:18:14Z | |
dc.date.available | 2017-12-06T15:18:14Z | |
dc.date.issued | 2017 | |
dc.identifier.citation | Camilleri, V., de Freitas, S., Dunwell, I., & Montebello, M. (2017). Classroom technology acceptance for teachers in 3D : a case study in PreVieW. In G. Panconesi, & M. Guida (Eds.), Handbook of research on collaborative teaching practice in virtual learning environments (pp. 221-240). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-2426-7.ch012. | en_GB |
dc.identifier.uri | https://www.um.edu.mt/library/oar//handle/123456789/24403 | |
dc.description.abstract | The acceptance and adoption of technology in the classroom has been identified as a major challenge that many teacher education programs are striving to overcome. This article presents a case study about a 3D immersive VW that has been used as a medium for learning during a teacher education programme. One-hundred-eleven pre-service teachers were enrolled in a 13-week long study unit focusing on the use of different technologies for teaching and learning. A multi-strategy approach was used for data collection and analysis employing quantitative, qualitative and a social network analysis. The findings show that the experience has positively affected the pre-service teachers' perceptions towards different learning technologies. Social network analysis shows that the experience supported learner centric practices. Based on the findings this paper proposes a macro-structure framework that describes a Connectivism-driven agenda for the integration of 3D immersive experiences integrated in teacher education programs. | en_GB |
dc.language.iso | en | en_GB |
dc.publisher | IGI Global | en_GB |
dc.rights | info:eu-repo/semantics/restrictedAccess | en_GB |
dc.subject | Virtual reality | en_GB |
dc.subject | Computer-assisted instruction | en_GB |
dc.subject | Education -- Effect of technological innovations on | en_GB |
dc.subject | Educational technology | en_GB |
dc.title | Classroom technology acceptance for teachers in 3D : a case study in PreVieW | en_GB |
dc.title.alternative | Handbook of research on collaborative teaching practice in virtual learning environments | en_GB |
dc.type | bookPart | en_GB |
dc.rights.holder | The copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder. | en_GB |
dc.description.reviewed | peer-reviewed | en_GB |
dc.identifier.doi | 10.4018/978-1-5225-2426-7.ch012 | |
Appears in Collections: | Scholarly Works - FacICTAI |
Files in This Item:
File | Description | Size | Format | |
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Classroom-Technology-Acceptance-for-Teachers-in-3D_-A-Case-Study-in-PreVieW.pdf Restricted Access | Entire chapter | 1.13 MB | Adobe PDF | View/Open Request a copy |
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