Abstract
EagleEye is a global positioning system (GPS)-supported integrated educational system for empowering teachers and students respectively to facilitate and pursue context-aware outdoor exploratory learning in Geography field trip activities. We conducted a quantitative study (complemented with qualitative methods) to investigate 98 teachers’ pedagogical perceptions of EagleEye and collect their feedback on its user-friendliness. Results showed that the teachers had positive perceptions towards this educational innovation, in terms of student-centredness, motivation, scaffolding, and user-friendliness; however, they had reservation about if EagleEye could better promote collaboration among students during a field trip activity. The findings shed light on our future work on implementing EagleEye in real teaching practice and provide insights for those who are engaging in developing, adopting, or appropriating mobile technologies to support learning and teaching.
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Notes
- 1.
All of the students had several field trip-participation experiences (four to five times) when they were in junior secondary grades.
- 2.
All of the teachers had abundant field trip-facilitation experiences in Geography Education.
- 3.
These values can also be obtained easily by right-clicking the corresponding locations on free online maps.
- 4.
The items were presented in a random order in the questionnaire in the study.
- 5.
Secondary schools in Hong Kong are categorized into three academic bands based on their students’ academic achievement; Band-1, Band-2, and Band-3 are respectively the top, middle, and bottom.
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Acknowledgments
The work described in this paper was substantially supported by Mr. Eric Luk (Assistant Computer Officer) and the research assistants in the Centre for the Advancement of Information Technology in Education at The Chinese University of Hong Kong.
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Jong, M.S.Y. (2015). Context-Aware Geography Field Trip with EagleEye: Teachers’ First Experience. In: Chang, M., Li, Y. (eds) Smart Learning Environments. Lecture Notes in Educational Technology. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-44447-4_5
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