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Digital Professionalism and Immersive Technologies in Teacher Education and Practice
Fri, April 10, 11:45am to 1:15pm PDT (11:45am to 1:15pm PDT), JW Marriott Los Angeles L.A. LIVE, Floor: 2nd Floor, Platinum BSession Type: Paper Session
Abstract
This session examines how digital media—from social platforms to virtual reality—shape teachers’ professional identities, perceptions, and instructional readiness. The three studies probe complementary angles: why many pre-service teachers deliberately avoid social media for professional learning, how curated social-media exposure can change K–12 teachers’ sense of respect and support, and how VR can deepen pre-service teachers’ engagement and conceptual understanding in science methods.
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Chair
Papers
Why Pre-Service Teachers Don’t Use Social Media: Prerequisites and Reasons of Non-Users - Hermann Dzingel, University of Potsdam; André Meyer, University of Potsdam; Eric Richter, KU Eichstätt-Ingolstadt; Dirk Richter, University of Potsdam
The Impact of Social Media on K-12 Teachers’ Perceptions of Their Profession: An Experimental Study - Victoria Puglia, Massachusetts Department of Elementary and Secondary Education; Suzanne E. Graham, University of New Hampshire; Jeffrey P. Carpenter, Elon University
Integrate Virtual Reality in Science Education: An Ethnographic Case Study of Faculty and Students/Pre-service Teachers Experiences - Wei Wu, California State University - Fresno; Xiaojun Chen, St. John's University; Amanda Klassen, California State University - Fresno; Theresa White, California State University - Fresno