The Components of Effective Teacher Training in the Use of Three-Dimensional Immersive Virtual Worlds for Learning and Instruction Purposes: A Literature Review
Natalie Nussli, Kevin Oh, University of San Francisco, United States
Journal of Technology and Teacher Education Volume 22, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
The overarching question that guides this review is to identify the key components of effective teacher training in virtual schooling, with a focus on three-dimensional (3D) immersive virtual worlds (IVWs). The process of identifying the essential components of effective teacher training in the use of 3D IVWs will be described step-by-step. First, the need of virtual teacher training will be established (why), followed by the identification of the required teaching skills. Next, existing empirical guidelines for teaching in 3D IVWs will be presented from which the skills required for effective teaching in 3D IVWs will be extrapolated (what). The final step (how) will consist of presenting teachers with compelling evidence of the unique affordances of 3D IVWs for education, with the goal to promote teachers’ commitment to the use of 3D IVWs. Implications will be relevant for teacher educators, pre- and in-service teachers, administrators, principals, and instructional designers.
Nussli, N. & Oh, K. (2014). The Components of Effective Teacher Training in the Use of Three-Dimensional Immersive Virtual Worlds for Learning and Instruction Purposes: A Literature Review. Journal of Technology and Teacher Education, 22(2), 213-241. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2014 Society for Information Technology & Teacher Education
Cited ByView References & Citations Map
Brianne Jackson, Virginia Commonwealth University, United States
EdMedia + Innovate Learning 2017 (Jun 20, 2017) pp. 558–565
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