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ERIC Number: EJ1165374
Record Type: Journal
Publication Date: 2017-Dec
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1307-9298
Learning Experiences and Practices of Elementary Teacher Candidates on the Use of Emerging Technology: A Grounded Theory Approach
Bahng, EunJin; Lee, Mimi
International Electronic Journal of Elementary Education, v10 n2 p225-241 Dec 2017
The purpose of this study is to understand the phenomenon of the "professional journey" of elementary teacher candidates (ETC) both as learners and as teachers by exploring their learning experiences and practices regarding the virtual reality (VR) platform called Second Life (SL). Using the grounded theory approach, we designed an insider-led work-based study, synthesizing an outsider perspective. We collected data from 229 ETCs enrolled in science methods course over three academic years including semi-open ended reflective questionnaire, science journal notebooks, 5E science lesson plans, peer teaching classroom observations, and instructor's semester notebooks. Results indicate that as a VR platform, SL provided unique learning experiences that encourage discovering, problem solving, or accidental learning for these mostly first-time user ETCs. Three themes emerged in terms of perceptions of integrating VR into science teaching: (1) skeptical integrators (29%), (2) observant integrators (59%), and (3) innovative integrators (12%). However, none of the ETC collaborative groups integrated a VR platform during their 5E science lesson planning activities, demonstrating the gap between learning experiences and practices. Finally, we converged analysis results with related literature to develop a theory. This study contributes to the discussions on preparing teachers for the 21st. century in which all will live in a technology-accelerated society.
International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A