Conceptualizing a Shared Definition and Future Directions for Extended Reality (XR) in Teacher Education
Karl W. Kosko, Richard E. Ferdig, Kent State University, United States
; Lionel Roche, Mohammed VI Polytechnic University, Morocco
Journal of Technology and Teacher Education Volume 29, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Abstract
Scholarship on extended reality (XR) in teacher education is emerging at an increasing rate. As additional forms of XR become more common in the profession, there is a need for teacher educators to consider how the various forms of XR-based representations of practice are conceptualized. The papers in this special issue of JTATE on XR in teacher education each define XR in similar ways, but often with different terminology. In this editorial, we note how such definitions are characteristic of much of the good scholarship on XR in teacher education. With this in mind, this editorial focuses on how the field may begin to consider defining XR within the boundaries of perceptual capacity—a concept that align with definitions in various other professional fields and with theory and practice in teacher education.
Citation
Kosko, K.W., Ferdig, R.E. & Roche, L. (2021). Conceptualizing a Shared Definition and Future Directions for Extended Reality (XR) in Teacher Education. Journal of Technology and Teacher Education, 29(3), 257-277. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved October 4, 2023 from https://www.learntechlib.org/primary/p/219894/.
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