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Teacher Training in 3D Virtual Worlds: Understanding Immersive Learning for Teaching Practices

Teacher Training in 3D Virtual Worlds: Understanding Immersive Learning for Teaching Practices

Yi Fei Wang
Copyright: © 2018 |Pages: 21
ISBN13: 9781522556312|ISBN10: 1522556311|EISBN13: 9781522556329
DOI: 10.4018/978-1-5225-5631-2.ch065
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MLA

Wang, Yi Fei. "Teacher Training in 3D Virtual Worlds: Understanding Immersive Learning for Teaching Practices." Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2018, pp. 1422-1442. https://doi.org/10.4018/978-1-5225-5631-2.ch065

APA

Wang, Y. F. (2018). Teacher Training in 3D Virtual Worlds: Understanding Immersive Learning for Teaching Practices. In I. Management Association (Ed.), Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications (pp. 1422-1442). IGI Global. https://doi.org/10.4018/978-1-5225-5631-2.ch065

Chicago

Wang, Yi Fei. "Teacher Training in 3D Virtual Worlds: Understanding Immersive Learning for Teaching Practices." In Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1422-1442. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-5631-2.ch065

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Abstract

This chapter explores the process of preparing BC teachers in the use of 3D virtual world technologies to design personalized learning and flexible learning environments. It aims to prepare teachers to effectively use 3D virtual worlds as a pedagogical and professional tool to achieve greater educational outcomes. Numerous studies have explored technology and teacher education. But few of them have examined preparing teachers for challenging technologies such as 3D virtual worlds. This chapter provides a practical framework related to technology and teacher education. Looking across the process, we discern teachers' external and internal barriers that may influence teachers' willingness of the use of 3D virtual worlds in education. We argue that both teachers' external barriers and internal barriers are critical to successful technology integration.

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