Teacher Perceptions of Training and Pedagogical Value of Cross-Reality and Sensor Data from Smart Buildings

• Published in: Education sciences 2020-09, Vol.10 (9), p.234
• Main Authors: Rowe, Shawn, Riggio, Mariapaola, De Amicis, Raffaele, Rowe, Susan R.
• Format: Article
• Language: English
• Subjects: After School Programs; Artificial Intelligence; Civil Engineering; cross-reality; Data Analysis; data literacy; Educational Environment; Elementary School Teachers; Experiential Learning; Intelligent buildings; K-12 education; Knowledge Base for Teaching; Knowledge Level; Physical Environment; Secondary School Teachers; sensor data; smart buildings; Social aspects; STEM Education; Teacher Attitudes; Visualization
• ISSN: 2227-7102; 2227-7102
• DOI: 10.3390/educsci10090234

This paper discusses elementary, and secondary (K-12) teachers’ perceptions of cross-reality (XR) tools for data visualization and use of sensor data from the built environment in classroom curricula. Our objective was to explore the use of sensor-informed XR in the built environment and civil engineering (BECE) field to support K-12 science, technology, engineering, and mathematics (STEM) experiential learning and foster BECE-related career awareness. We conducted surveys and informal questionnaires with 33 primary and secondary teachers attending an annual two-day university-based teacher professional development workshop as part of a statewide STEM afterschool program serving students in rural communities. We assessed teachers’ familiarity with, knowledge about, and appraisal of using cross-reality platforms and sensor data in classrooms and after school curricula. Findings show that, while all teachers reported relatively high interest in learning about sensor applications and innovative interactive techniques, middle school teachers in particular were most likely to see value in using these applications for teaching and learning. Implications for teacher professional development are discussed.