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Title: Resistance To Advocacy: Pre-Service Teachers Recognising The Potential Of Curriculum-Based Virtual Worlds For TPACK-Framed Science Teaching
Contributor(s): Doyle, Helen (author); Reading, Christine E  (author)orcid 
Publication Date: 2012
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Field of Research (FoR) 2008: 130306 Educational Technology and Computing
130313 Teacher Education and Professional Development of Educators
Field of Research (FoR) 2020: 390405 Educational technology and computing
390305 Professional education and training
390307 Teacher education and professional development of educators
Socio-Economic Objective (SEO) 2008: 930203 Teaching and Instruction Technologies
930202 Teacher and Instructor Development
Socio-Economic Objective (SEO) 2020: 160304 Teaching and instruction technologies
160303 Teacher and instructor development
Abstract: It's time to prepare teachers to take the plunge to teach in virtual worlds. Students are already there and their teachers need to follow. Unfortunately, teachers are often resistant to change their teaching practice, especially regarding the use of Information and Communication Technology (ICT) such as virtual worlds. The authors report on the experience of a cohort of pre-service teachers who transitioned from resistance to advocacy as a consequence of immersion in a curriculum-based virtual world. Curriculum-based interactive multi-user virtual worlds contribute to learning through transformational play combining learning, playing and helping. Learners make informed decisions whilst immersed in play. A recommended virtual world is Quest Atlantis; research-based and designed for learners aged nine to sixteen. Importantly, teachers need to be convinced that teaching objectives can be met in virtual worlds. Use of the Technological Pedagogical Content Knowledges (TPACK) framework can provide such evidence. Most Significant Change Stories gathered from pre-service teachers show the pre-service teachers transforming from resistance to advocacy. Findings indicated that once the pre-service teachers experienced transformational play they realised the value of the use of virtual worlds in teaching and that play can support learning and meet teaching objectives.
Publication Type: Conference Publication
Conference Details: ACEC 2012: Australian Computers in Education Conference - ITS Time: Information Technology in Schools Time, Perth, Australia, 2nd - 5th October, 2012
Source of Publication: Australian Computers in Education Conference (ACEC 2012) Refereed Proceedings, p. 1-8
Publisher: Educational Computing Association of Western Australia Inc (ECAWA) for the Australian Council for Computers in Education (ACCE)
Place of Publication: Perth, Australia
Peer Reviewed: Yes
HERDC Category Description: E1 Refereed Scholarly Conference Publication
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Appears in Collections:Conference Publication
The National Centre of Science, Information and Communication Technology, and Mathematics Education for Rural and Regional Australia (SiMERR)

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