Abstract
Currently, trainee teachers in the UK learn about behaviour management strategies from a theoretical perspective at university, through discussions with their school mentors, and by trial and error at their school placement. Existing literature mainly focuses on these issues from the ‘adult’ viewpoint, not the voice of the child. This paper reports on work-in-progress developing a range of Augmented Reality (AR) resources, drawing upon co-design research workshops with children from a Year 6 class (aged 10) in a UK Primary School. Our research informs approaches to classroom management by encouraging reflection and analysis of ‘critical incidents’ identified by the pupils, and explored by trainee teachers in workshops through the medium of AR, giving a reality previously uncaptured in more traditional approaches. Our final resources will be a set of Open Education Resources (OER), offered to the wider community for reuse/repurposing for educational settings through a Creative Commons (cc) licence.
Keywords
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Haydn, T.: Managing Pupil Behaviour. Improving the classroom atmosphere, 2nd edn. Routledge, London (2007)
NMC: Horizon Report: 2014 Higher Education Preview (2014). http://www.nmc.org/pdf/2014-horizon-he-preview.pdf
Bloxham, J.: Pedagogical arguments for Augmented Reality as an educational tool. JISC, RSC blog (2013). http://jiscrsc.jiscinvolve.org/wp/2013/05/augmented-reality-education/
OFCOM: Communications Market Report (2013). http://stakeholders.ofcom.org.uk/binaries/research/cmr/cmr13/2013_UK_CMR.pdf
CDW-G The 21st century classroom REPORT, CDW Govt. LLC (2011). http://www.edtechmagazine.com/k12/sites/edtechmagazine.com.k12/files/rg_21stcent_k12_031011.pdf
Bradley, C., Holley, D.: Empirical Research into students’ mobile phones and their use for learning. Int. J. Mob. Blended Learn. 3(4), 38–53 (2011)
Fink, S.: Simple things done well, making practical progress on digital engagement and inclusion (2012). http://www.policyexchange.org.uk/images/publications/simple%20things%20done%20well.pdf
Vuforia: Vuforia developer portal (2014). https://developer.vuforia.com/
Aurasma: Aurasma, home page (2014). http://www.aurasma.com/
Sandals, L., Bryant, B.: The evolving education system in England: a “temperature check”. DfE (DFE-RR359), London (2014)
Hanushek, E., Link, S., Woessmann, S.: Does school autonomy make sense everywhere? Panel estimates from PISA, IZA discussion paper number 6185 (2011)
DfE: Pupil behaviour in schools in England. DfE (DFE-RR218), London (2012)
Rogers, B.: You Know the Fair Rule, 2nd edn. Pitman Publishing, London (1998)
Beadle, P., Murphy, J.: Why are you shouting at us? The dos and don’ts of behaviour management. Bloomsbury, London (2013)
Cowley, S.: Getting the Buggers to Behave, 5th edn. Bloomsbury, London (2014)
Taylor, C.: Getting the Simple Things Right: Charlie Taylor’s behaviour checklist. DfE, London (2011)
DfE: NFER Teacher Voice Omnibus February 2012 survey: pupil behavior. DfE (DFE-RR219), London (2012)
Feist, A., Holley, D.: The 9/10 project: working towards getting 9/10 students to recommend us to a friend. Anglia Ruskin University Networks 16, pp. 31–36 (2013). http://www.lta.anglia.ac.uk/networkIssues.php/ENGAGE-13th-Annual-Learning-and-Teaching-Conference-2012-Learning-and-Teaching-Project-Reports-4/
BERA: Ethical Guidelines for Educational Research. British Educational Research Association, London (2011)
Ehn, P.: Work-oriented design of computer artifacts, vol. 78. Arbetslivscentrum, Stockholm (1988)
McKenney, S., Reeves, T.: Conducting Educational Design Research. Routledge, New York (2012)
Mor, Y., Winter, N.: Participatory design in open education: a workshop model for developing a pattern language. J. Interact. Media Educ. 2008(1), 12 (2008). http://dx.doi.org/10.5334/2008-13
Bromfield, C.: PGCE Secondary Trainee Teachers & Effective Behaviour Management: an evaluation and commentary. Supp. Learn. 21(4), 188–193
Messiou, K.: Marginalisation in primary schools: listening to children’s voices. In: Wearmouth, J., Richmond, R.C., Glynn, T., Berryman, M. (eds.) Understanding Pupil Behaviour in Schools: A diversity of approaches. David Fulton Publishers, London (2004)
Boyle, T: Dreams and responsibilities: learning and the new technologies. In: Allen, M. (ed.) e-Learning Annual, Vol. 1. JB Pfeiffer (2008)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Institute for Computer Sciences, Social Informatics and Telecommunications Engineering
About this paper
Cite this paper
Holley, D., Howlett, P. (2016). Engaging Our School Teachers: An Augmented Reality (AR) Approach to Continuous Professional Development. In: Vincenti, G., Bucciero, A., Vaz de Carvalho, C. (eds) E-Learning, E-Education, and Online Training. eLEOT 2015. Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, vol 160. Springer, Cham. https://doi.org/10.1007/978-3-319-28883-3_15
Download citation
DOI: https://doi.org/10.1007/978-3-319-28883-3_15
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-28882-6
Online ISBN: 978-3-319-28883-3
eBook Packages: Computer ScienceComputer Science (R0)