Immersive learning: Guide pre-service teachers in leveraging technology. – 123rf.com
Today, metaverse and spatial computing platforms for education enable pre-service teachers to create and interact in a virtual classroom. This provides a safe and controlled environment for practice and experimentation.
The simulated environment allows pre-service teachers to unlearn and relearn classroom practices, preparing them for their teaching careers.
This teaching innovation provides interactive engagements using avatars within a virtual environment, aligned with the principles of immersive learning.
Furthermore, immersive simulated classroom settings are crucial for teacher training, in light of the impact of the Fifth Industrial Revolution on education.
It is important for teachers to be equipped with digital skills, such as extended reality applications in classrooms, to adapt to the evolving needs of immersive education.
Carried out in a virtual 3D platform, micro-teaching simulations for pre-service teachers will focus on the effectiveness of adapting to immersive learning environments.
Additionally, through these advanced platforms, pre-service teachers from different countries will have the opportunity to collaborate with institutions across the world, reflecting on teaching methods and knowledge in multicultural settings.
Using virtual reality (VR), educators can incorporate various role-playing tasks to engage students in virtual real-time scenarios, enhancing experiential learning in a safe and engaging environment.
This teaching innovation has been found to help pre-service teachers reduce anxiety levels and build self-confidence before entering the actual classroom setting.
Despite its benefits, embracing digital learning for pre-service teachers in Malaysia comes with its own set of challenges. The key challenge lies in the digital divide, including limited access to Internet connectivity that is more pronounced in rural and underserved communities.
In addition, limited financial resources may pose a barrier to providing pre-service teachers with access to necessary technological infrastructure, such as devices, software licences and educational materials.
As Malaysia strives to become a digitally advanced country, investing in VR technology and digital infrastructure will propel its education sphere forward, providing students and educators with innovative tools and opportunities to thrive in the digital age.
Identifying pedagogical objectives and learner needs can help mitigate Malaysian teachers’ apprehensions towards this technological shift and enhance their readiness to adopt VR. It is crucial that pre-service teachers are provided with guidance and support to leverage technology effectively.
Dr Thivilojana Perinpasingam is a senior lecturer at the School of Education, Faculty of Social Sciences & Leisure Management, and a member of the Education for All Impact Lab at Taylor’s University. Her interests include the integration of technology in classrooms, showcasing these instructional innovations, and achieving success in national and international competitions. The views expressed here are the writer’s own.
