Investigating In-Service Teachers’ Concerns About Adopting Technology-Enhanced Embodied Learning

Abstract

Despite the affordances of technology-enhanced embodied learning, its integration in mainstream education is currently at slow pace given that in-service teachers are reluctant to adopt this innovation. This exploratory study investigated the concerns of 31 in-service primary education teachers, who took part in a Professional Development (PD) programme, using a questionnaire grounded in the Concerns Based Adoption Model (CBAM) about the adoption of technology-enhanced embodied learning. The findings of this study indicated that, at the outset of the PD programme, the participating teachers had relatively few personal and management concerns; in contrast, they were highly concerned about obtaining more information, collaborating with other colleagues as well as about expanding the innovation further. Teachers’ participation in the PD programme had a significant impact on the mitigation of these concerns. By the end of the PD programme teachers retained only some high-level concerns, which are essential for the sustainability of technology-enhanced embodied learning.