Abstract
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.
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Acknowledgements
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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Georgiou, Y., Ioannou, A. (2019). Investigating In-Service Teachers’ Concerns About Adopting Technology-Enhanced Embodied Learning. In: Scheffel, M., Broisin, J., Pammer-Schindler, V., Ioannou, A., Schneider, J. (eds) Transforming Learning with Meaningful Technologies. EC-TEL 2019. Lecture Notes in Computer Science(), vol 11722. Springer, Cham. https://doi.org/10.1007/978-3-030-29736-7_47
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DOI: https://doi.org/10.1007/978-3-030-29736-7_47
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