Imagine this Dr. Jekyll/Mr. Hyde scenario occurring in a pilot project implementing VR in an educational setting:
After completing a twelve- month pilot project in a dozen schools in this European capitol, the final results were in. Kids loved the technology and felt it improved their learning and even the relevance of the curriculum itself. Yet teachers appeared consistently resistant to the technology: they could not envision its use and did not want to continue to use it.
Of course, this is a true story. Why does this happen? And most importantly, when teachers are way out of step with where the kids are at, what can we do about it? Read our next series of posts to understand this unfortunate paradox and how we can deal with it.