Teaching Innovation Awards Winner. An example of excellence from the School of Education
Enhancing, extending, and empowering students’ and staff’s experience with the support of technology is at the core of the University of Glasgow World Changers Together 2025 strategy. In the School of Education (SoE), we have implemented cutting edge digital technology to enhance our initial teacher science education courses. The aim is to create high quality teaching and learning that helps develop Technological and Pedagogical Content Knowledge in science in our student teachers.
With the careful blending of our expertise and the support of research-based evidence, the science teaching team at SoE implemented technology supported lessons using Head Mounted Display (HMD) Virtual Reality (VR) ClassVR; H5P Digital Escape room built on our Moodle pages; VR by Proxy (UoG Edify Project Mobius) which can be remotely delivered when coupled with digital platforms like Zoom, and eXtended Reality (Eon-XR, UoG) .
As a result of this work, the science teaching team Gabriella Rodolico, Clare Smith, Nicola Jones, Lauren Boath and Laura Gallagher, have been awarded the Teaching Innovation Award 2021. Please access the website page for more information and this video for further details.
Gabriella: “Since beginning my time as a lecturer in Science Education at the SoE, I have been fascinated by the integration of innovative technology in learning and teaching. This year I have undertaken the LEADS: Debates in Technology Enhanced Learning and Teaching course, learning to apply a critical, reflective approach to my passion for technology analysed through the lens of the Digital University-Digital Teachers-Digital Student (Dale, 2021). I realized that implementing innovative technology in teacher education courses could not only have a positive impact on students’ engagement but could also improve their confidence in implementing technological tools in their classrooms as a secondary impact of a metacognitive teaching role modelling. From VR supported lessons to the creation of digital escape rooms, we encouraged our student teachers not only to practice their digital skills but also to develop their teachers’ pedagogical reasoning when selecting technology to support their lessons. This is closely related to their understanding of the nature of the subject they teach as well as the technical and pedagogical nature of the technology they wish to use. The clear message is that technology can offer great opportunities to support learning and teaching, but only if carefully embedded in a varied and well thought out lesson planning.
Fig. 1 First interactive element of the Digital escape room
Fig 2. Virtual reality used at the School of Education during a microteaching science class on body systems
First published: 4 February 2022