{"id":11191,"date":"2024-03-21T10:45:29","date_gmt":"2024-03-21T14:45:29","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=11191"},"modified":"2024-03-21T10:45:29","modified_gmt":"2024-03-21T14:45:29","slug":"11191","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/11191","title":{"rendered":""},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">Rodr\u00edguez, J. L. (2024). Virtual reality in the classroom: a difficult but exciting adventure for teachers and students. <em>Frontiers in Education, 9<\/em>. <a href=\"https:\/\/doi.org\/10.3389\/feduc.2024.1294715\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.3389\/feduc.2024.1294715<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Abstract:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u201cVirtual reality (VR) enables the creation of immersive and interactive learning environments for students and teachers. This article reports on an exploratory teaching practice conducted with pre-service secondary school teachers using Neotrie, a dynamic geometry software in virtual reality. In small groups, future teachers must learn how to use the software and design a didactic sequence to bring to the classroom. Following a research-action methodology, through this experience it is reported both the advantages and difficulties encountered when starting to use VR to design didactic sequences, as well as when learning a VR sandbox software with interactive tools, like Neotrie. A proposal for assessing the sequences under the premises of the TPaCK model is also included.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Rodr\u00edguez, J. L. (2024). Virtual reality in the classroom: a difficult but exciting adventure for teachers and students. Frontiers in Education, 9. https:\/\/doi.org\/10.3389\/feduc.2024.1294715 Abstract: \u201cVirtual reality (VR) enables the creation of immersive and interactive learning environments for students and teachers. This article reports on an exploratory teaching practice conducted with&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/11191\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[11,3],"tags":[355,513,717,1339,1736],"coauthors":[2302],"class_list":["post-11191","post","type-post","status-publish","format-standard","hentry","category-report-of-practice","category-journal-article","tag-virtual-reality","tag-preservice-teachers","tag-dynamic-geometry-software","tag-secondary-teachers","tag-neotrie","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/11191","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=11191"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/11191\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=11191"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=11191"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=11191"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=11191"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}