Professional Learning for Interested Faculty When Initially Using Mixed Reality Simulations
Location
Session 2 Presentations - Preservice Teacher Education: New Technologies
Proposal Track
Research Project
Session Format
Presentation
Abstract
Over the last decade, teacher preparation programs have turned to mixed reality simulation to offer support to teacher candidates. However, teacher education faculty can be apprehensive about the use of the technology. This study provides the beginning stages of providing professional learning to faculty interested in using the technology to support their students' learning in teacher education. Data indicated that the professional learning was welcomed by faculty involved and felt that the targeted one-on-one professional learning allowed the faculty member to be more open to trying a new technology that would have been daunting if tried in a siloed environment.
Keywords
professional learning in higher ed, mixed reality support
Professional Bio
Dr. Michelle Vaughn is an associate professor for the Tift College of Education. Prior to joining Mercer University, she was an elementary education classroom teacher and also served with the Florida Department of Education.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Vaughn, S. Michelle; Luke, Sara E.; and Ford, Deana J., "Professional Learning for Interested Faculty When Initially Using Mixed Reality Simulations" (2021). Georgia Educational Research Association Conference. 32.
https://digitalcommons.georgiasouthern.edu/gera/2021/2021/32
Professional Learning for Interested Faculty When Initially Using Mixed Reality Simulations
Session 2 Presentations - Preservice Teacher Education: New Technologies
Over the last decade, teacher preparation programs have turned to mixed reality simulation to offer support to teacher candidates. However, teacher education faculty can be apprehensive about the use of the technology. This study provides the beginning stages of providing professional learning to faculty interested in using the technology to support their students' learning in teacher education. Data indicated that the professional learning was welcomed by faculty involved and felt that the targeted one-on-one professional learning allowed the faculty member to be more open to trying a new technology that would have been daunting if tried in a siloed environment.
