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Teachers In Virtual Worlds
Teachers In Virtual Worlds
Teachers In Virtual Worlds
Teachers In Virtual Worlds
Teachers In Virtual Worlds
Teachers In Virtual Worlds
Teachers In Virtual Worlds
Teachers In Virtual Worlds
Teachers In Virtual Worlds
Teachers In Virtual Worlds
Teachers In Virtual Worlds
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Teachers In Virtual Worlds

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This is the first cut of some issues raised in the Quest Atlantis virtual world survey of classroom teachers. It may dispel some myths about who the teachers exploring virtual worlds are, and how they …

This is the first cut of some issues raised in the Quest Atlantis virtual world survey of classroom teachers. It may dispel some myths about who the teachers exploring virtual worlds are, and how they view their enagement in virtual worlds as part of their professional identity. When looking at the data, replace "Quest A tlantis" with your virtual world experience and see if the results hold true.

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  • 1. Bronwyn Stuckey, bestucke@indiana.edu Teacher Identity in Virtual Worlds
  • 2. http:// www.QuestAtlantis.org A 3D multi-user virtual world developed by the Learning Sciences team at Indiana University
  • 3. http://QuestAtlantis.Org
  • 4. Who are the teachers? <ul><li>Survey collected data from 180 teachers who trained voluntarily online to use Quest Atlantis. </li></ul><ul><li>Representing 12 countries </li></ul><ul><li>78% female 22% male </li></ul><ul><li>52% aged between 40-55 (50-55 is mode) </li></ul><ul><li>55% primary/elementary 27% middle school </li></ul><ul><li>60% classroom teachers 28% ICT support </li></ul><ul><li>52% active members of professional networks and CoPs </li></ul><ul><li>0-35 years as educator (0-5 is mode) </li></ul><ul><li>60% described themselves as mature practitioners </li></ul><ul><li>63% QA was first virtual world, 33% had been in SL </li></ul><ul><li>47% were influenced to adopt other technologies after QA </li></ul>
  • 5. What interested them about Virtual Worlds? <ul><li>The interactive nature of a virtual world </li></ul><ul><li>Networking - students opportunity to extend our classroom to include those from other schools and other classes in our discussion. </li></ul><ul><li>Motivating students </li></ul><ul><li>Creating enhanced learning experiences in the classroom </li></ul><ul><li>Authentic learning and teaching context </li></ul><ul><li>Possibilities for safe, engaging, collaborative, inquiry-based learning. </li></ul><ul><li>Innovating in practice. Giving students new ways to learn, and seeing where the technology took us </li></ul>
  • 6. Teachers describe their own learning since teaching with QA <ul><li>It has certainly opened my eyes to the possibilities of Virtual Worlds but also made me analyse my teaching role. </li></ul><ul><li>I&apos;ve learned that there are so many ways to excite children into learning, reading, and writing - still finding new ways! </li></ul><ul><li>It has opened my thinking to that outside the square. </li></ul><ul><li>Quest Atlantis has given me confidence to tackle new web 2.0/3.0 tools. </li></ul>
  • 7. Teachers describe their own learning since teaching with QA continued <ul><li>I have seen how this program is engaging to students. I, myself, am engaged and want to luminate in each area. The program has helped me to realise that I truly believe in the Playing, Learning, Helping framework. </li></ul><ul><li>QA has opened a whole new dimension to my own learning. To be able to communicate with students after school hours in this virtual world as yet another avatar rather than their teacher has been very rewarding. Also, to see students who are empowered by this style of learning is very exciting. </li></ul><ul><li>I have learned a great deal about myself as a teacher, my motivations and the fact that I really do like the &amp;quot;coach on the side&amp;quot; idea that comes as we work together as a team in QA. </li></ul>
  • 8. QA and Teacher Identity <ul><li>72% describe Quest Atlantis as part of their professional identity. Why? </li></ul><ul><li>Yes, it is one of the things I am now known for in the school community. I push for other teachers to be involved in it at every opportunity </li></ul><ul><li>As a school leader I need to provide a model for others to demonstrate what is available and can be done (even though I&apos;m an old baby boomer) </li></ul><ul><li>I see myself and my students as part of the community of Atlantis. Within my school, I engage in professional learning with other QA colleagues. </li></ul>
  • 9. QA and Teacher Identity continued <ul><li>QA allows contact with other like-minded teachers, where sharing of resources and ideas is possible. However the most important difference is the sense of encouragement from peers without the usual wariness that your ideas will be plagiarised. </li></ul><ul><li>Yes, definitely. Who I am in QA is important to me. I am a role model and mentor for students and colleagues. </li></ul><ul><li>I feel that Quest Atlantis is giving me an opportunity to grow professionally and learn about new innovative pedagogies that will benefit learners of the 21st century. </li></ul><ul><li>21st Century learning is about student engagement and this tool explores all the areas a 21st Century learner needs. Without this tool you are not walking the talk! </li></ul>
  • 10. Visions of teacher and student identity <ul><li>We are collecting resources made by teachers blogs, flickr, twitter, slideshare, delicious etc </li></ul><ul><li>http://www.netvibes.com/bronstuckey#Visions_of_Quest_Atlantis </li></ul>
  • 11. For more information <ul><li>Bron Stuckey [email_address] </li></ul><ul><li>International Liaison Quest Atlantis </li></ul><ul><li>Indiana University </li></ul><ul><li>Bron – QA </li></ul><ul><li>Bronst – skype </li></ul><ul><li>Bronst – twitter </li></ul><ul><li>Bronwyn Stuckey – Facebook </li></ul><ul><li>Bron Bloxome - SL. Bron Stuckey </li></ul>

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