VR Technology in an Engaging Early Childhood Teacher Education

Abstract

In this chapter we discuss and reflect on methodology in research into the use of Virtual Reality technology (VR) in early childhood teacher education and how this technology might influence the students’ learning environment and learning outcomes. The use of digital solutions for online teaching and collaboration is already common in higher education, but despite an increasing interest in VR, the possibilities with this technology are so far less investigated, especially in this field of education. The aim in the chapter is to suggest and discuss how such research might be designed and carried out, including considerations on how perspectives from cultural-historical theory can be relevant. A VR engagement model is proposed where elements from cultural-historical theory is combined with elements from engagement theory and VR research literature. Following the theoretical contribution, a tentative project is described and discussed as a possible context for investigating the model’s usefulness further.