Advertisement

Engaging Our School Teachers: An Augmented Reality (AR) Approach to Continuous Professional Development

  • Debbie Holley
  • Philip HowlettEmail author
Conference paper
Part of the Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering book series (LNICST, volume 160)

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

Augmented reality Classroom behaviour Co-design Participative research OER 

References

  1. 1.
    Haydn, T.: Managing Pupil Behaviour. Improving the classroom atmosphere, 2nd edn. Routledge, London (2007)Google Scholar
  2. 2.
    NMC: Horizon Report: 2014 Higher Education Preview (2014). http://www.nmc.org/pdf/2014-horizon-he-preview.pdf
  3. 3.
    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/
  4. 4.
  5. 5.
    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
  6. 6.
    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)CrossRefGoogle Scholar
  7. 7.
    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
  8. 8.
    Vuforia: Vuforia developer portal (2014). https://developer.vuforia.com/
  9. 9.
    Aurasma: Aurasma, home page (2014). http://www.aurasma.com/
  10. 10.
    Sandals, L., Bryant, B.: The evolving education system in England: a “temperature check”. DfE (DFE-RR359), London (2014)Google Scholar
  11. 11.
    Hanushek, E., Link, S., Woessmann, S.: Does school autonomy make sense everywhere? Panel estimates from PISA, IZA discussion paper number 6185 (2011)Google Scholar
  12. 12.
    DfE: Pupil behaviour in schools in England. DfE (DFE-RR218), London (2012)Google Scholar
  13. 13.
    Rogers, B.: You Know the Fair Rule, 2nd edn. Pitman Publishing, London (1998)Google Scholar
  14. 14.
    Beadle, P., Murphy, J.: Why are you shouting at us? The dos and don’ts of behaviour management. Bloomsbury, London (2013)Google Scholar
  15. 15.
    Cowley, S.: Getting the Buggers to Behave, 5th edn. Bloomsbury, London (2014)Google Scholar
  16. 16.
    Taylor, C.: Getting the Simple Things Right: Charlie Taylor’s behaviour checklist. DfE, London (2011)Google Scholar
  17. 17.
    DfE: NFER Teacher Voice Omnibus February 2012 survey: pupil behavior. DfE (DFE-RR219), London (2012)Google Scholar
  18. 18.
    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/
  19. 19.
    BERA: Ethical Guidelines for Educational Research. British Educational Research Association, London (2011)Google Scholar
  20. 20.
    Ehn, P.: Work-oriented design of computer artifacts, vol. 78. Arbetslivscentrum, Stockholm (1988)Google Scholar
  21. 21.
    McKenney, S., Reeves, T.: Conducting Educational Design Research. Routledge, New York (2012)Google Scholar
  22. 22.
    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 CrossRefGoogle Scholar
  23. 23.
    Bromfield, C.: PGCE Secondary Trainee Teachers & Effective Behaviour Management: an evaluation and commentary. Supp. Learn. 21(4), 188–193Google Scholar
  24. 24.
    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)Google Scholar
  25. 25.
    Boyle, T: Dreams and responsibilities: learning and the new technologies. In: Allen, M. (ed.) e-Learning Annual, Vol. 1. JB Pfeiffer (2008)Google Scholar

Copyright information

© Institute for Computer Sciences, Social Informatics and Telecommunications Engineering 2016

Authors and Affiliations

  1. 1.Executive Business CentreBournemouth UniversityBournemouthUK
  2. 2.Department of Education, Faculty of Health, Social Care and EducationAnglia Ruskin UniversityChelmsfordUK

Personalised recommendations