Investigating In-Service Teachers’ Concerns About Adopting Technology-Enhanced Embodied Learning
Despite the affordances of technology-enhanced embodied learning, its integration in mainstream education is currently at slow pace given that in-service 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.
KeywordsTechnology-enhanced embodied learning Concerns-based adoption model Teacher attitudes Teacher professional development
This work is part of the project that has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 739578 (RISE-Call:H2020-WIDESPREAD-01-2016-2017-TeamingPhase2) and the government of the Republic of Cyprus through the Directorate General for European Programmes, Coordination and Development.
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