1 University of Debrecen (HUNGARY)
2 Doctoral School of Faculty of Informatics, University of Debrecen (HUNGARY)
3 Medgyessy Ferenc Grammar School and Secondary School of Arts (HUNGARY)
4 Bethlen Gábor Vocational Secondary School of Economics (HUNGARY)
5 University of Oradea (ROMANIA)
About this paper:
Appears in: EDULEARN23 Proceedings
Publication year: 2023
Pages: 5684-5692
ISBN: 978-84-09-52151-7
ISSN: 2340-1117
doi: 10.21125/edulearn.2023.1488
Conference name: 15th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2023
Location: Palma, Spain
Technological changes constantly present new challenges to education which is especially true for disruptive technologies. Teacher roles are also changing at a high speed. The change is particularly marked in the case of information technology (IT) teachers, who, in addition to having to continuously renew themselves in the teaching methodology of their own discipline, which provides a constantly changing framework, must also participate in the teaching of other subjects.
They have to support their colleagues in an increasingly sophisticated way. One of the highest areas of this – both from a technical and methodological point of view – is the application of disruptive technologies in the education of various disciplines.
Therefore, in the training of IT teachers and digital culture teachers, not only the methodology of IT teaching but also the different methods of participation in the education of other fields of science should appear.
This is necessary when non-IT teachers ask for help, and in the case of emerging technologies, they have to take a role in drawing the attention of their colleagues to them and presenting their potential in education.

In this presentation, we will focus on the methodological assistance provided to colleagues, and on the methods by which IT teachers can be trained for this.
We present here the method by which we teach our IT teacher training students about the methodological application possibilities of disruptive technologies appearing in the education of some other disciplines. We focus on science subjects for certain reasons.

We show examples and models of the potential emerging in the education of other subjects, which are not in the focus of IT teachers and digital culture teachers, related to the application of two disruptive technologies: virtual reality (VR) and eye-tracking.
We present how we demonstrate to our students how STEM (science, technology, engineering, and mathematics) teachers can use these disruptive technologies to increase their student engagement and examine the effectiveness of STEM teaching. IT teachers also need to learn how to present these to their colleagues.
As a result of our method, we present some student-designed ways to use these devices, tools and methods that demonstrate how to direct their colleagues’ attention to them, and how to convince them that it is worth working in this area and it is worth spending time on these technologies.
Disruptive technologies, teacher training, IT teacher, teacher of digital culture, teacher support, teaching STEM, eye-tracking, Virtual Reality, VR, MaxWhere.