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

Autor/inn/en	Lasica, Ilona-Elefteryja; Meletiou-Mavrotheris, Maria; Katzis, Konstantinos
Titel	Augmented Reality in Lower Secondary Education: A Teacher Professional Development Program in Cyprus and Greece
Quelle	In: Education Sciences, 10 (2020), Artikel 121 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Lasica, Ilona-Elefteryja) ORCID (Meletiou-Mavrotheris, Maria) ORCID (Katzis, Konstantinos)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Faculty Development; Secondary School Teachers; Program Descriptions; Computer Simulation; Inquiry; Teaching Methods; 21st Century Skills; Teacher Attitudes; Student Motivation; Information Technology; Technology Integration; Intervention; Educational Benefits; Foreign Countries; Cross Cultural Studies; Cyprus; Greece + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Schulische Motivation; Informationstechnologie; Bildungsertrag; Ausland; Cultural comparison; Kulturvergleich; Zypern; Griechenland
Abstract	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. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01