The Use of 360 Camera and VR Headset for Teacher Training
Dr. Adam Carreon
About Dr. Adam Carreon
Dr. Adam Carreon is an Assistant Professor of Special Education at Georgia Southern University. His research focuses on the use of emerging technologies—specifically augmented reality (AR), virtual reality (VR), mixed reality (MR), and extended reality (XR)—to enhance classroom experiences for students with disabilities.
Dr. Carreon collaborates extensively with CIDDL and has contributed to implementing innovative technology in special education.
The problem highlighted in this brief
Teacher preparation programs face significant challenges in ensuring educators receive high-quality professional development. Traditional methods have challenges, such as limited information from the field of view or constraints on what can be observed by the person holding the camera (Gold & Windscheid, 2020). As a result, opportunities for meaningful feedback and self-reflection are often limited, leading to potential stagnation in instructional growth. The introduction of 360 cameras and VR headsets offers a transformative way to support teachers by enhancing their ability to self-reflect, receive feedback, and engage in professional learning communities (PLCs) without constant administrative oversight (McLeod, 2019).
Why does this topic matter to teacher preparation?
Incorporating innovative technologies into teacher preparation programs is crucial to developing adaptive, reflective, and skilled educators in evidence-based teaching practices (Criss et al., 2025). Pre-service teachers can use 360 cameras and VR headsets to record and review their lessons, analyze classroom interactions, and receive peer feedback with more realistic and extensive information (Theelen et al., 2019). This approach fosters a deeper understanding of effective teaching strategies and classroom management techniques. Additionally, special education teachers can benefit significantly from these tools by improving their ability to assess and support students with disabilities, ultimately leading to better student outcomes.
About This Brief
This brief provides valuable insights into how 360 cameras and VR headsets can be used in teacher preparation programs. Readers will gain an understanding of the key issues addressed by these technologies, their impact on special education, their integration into teacher preparation, and the future directions of research in this field. Dr. Carreon and his colleague Dr. Caitlin Criss have been instrumental in advancing research on these technologies. Their collaborative efforts emphasize the benefits of these tools in enhancing the quality of teacher preparation and student outcomes. In this brief, Dr. Carreon’s discussion highlights the benefits of these tools in improving teacher self-reflection, coaching, and professional development.
Research and Practice Context
The use of 360 cameras and VR headsets in teacher preparation
The use of 360 cameras and VR headsets in teacher preparation is rooted in the need for innovative solutions to improve teacher training. Traditional coaching methods often lack efficiency and scalability, whereas immersive video technologies provide opportunities for teachers to observe, analyze, and refine their instructional practices in a realistic and interactive manner (Criss et al., 2025). By incorporating these tools, educators can develop a deeper awareness of classroom dynamics, student engagement, and effective teaching strategies (Ferdig & Kosko, 2020)
The following are key insights shared by Dr. Adam Carreon on this research. The interview focused on six questions about a 360 camera and VR headset in teacher training and recommendations for teacher educators to incorporate these ideas.
Conversation with Dr. Adam Carreon
Q1: Could you describe the key issues you are addressing through your work on the use of 360 cameras and VR headsets in teacher coaching or teacher preparation programs?
Traditional teacher coaching relies heavily on administrators conducting periodic in-person observations, which are often rushed or deprioritized. By using 360 cameras, teachers can record their own lessons, receive structured feedback, and engage in self-reflection without waiting for limited administrative observations. This approach not only reduces administrative burdens but also empowers teachers to take control of their professional growth.
Dr. Carreon: “We all know teachers, administrators, coaches—everybody is spread so thin that we have so many priorities and compounding interests that make life more difficult and lead to outcomes such as teachers leaving the field or just feeling overstressed… By using the cameras, we’re trying to support and coach teachers, whereas the normal priority would have been administrators having to do an in-person observation three, four times a year, if that.”
Q2: How will the use of 360 cameras and VR headsets address those issues, especially in supporting students with disabilities and special education teachers?
360 cameras and VR headsets can support students with disabilities and special education teachers by enabling more precise data collection and analysis of student behaviors. These tools allow educators to review and refine their instructional methods, provide targeted coaching for paraprofessionals, and enhance student engagement by capturing a full view of the classroom (Carreon et al., 2024). Additionally, they create opportunities for teachers to self-reflect and receive feedback, ultimately improving the quality of education for students with disabilities.
Dr. Carreon: “But now we can teach a regular lesson, and we can go back and use the camera that captures the entire room and focus on individual student behaviors. Second we can use it to support paraprofessional coaching and coaching in general, in the classroom for students and Paras. So now we can actually use recordings, not only for the teacher, but paraprofessionals to improve the way they interact with students, we can use it as a tool for student learning and how they interact in the classroom”
Q3: How do you see 360 cameras and VR headsets being integrated into teacher preparation programs?
360 cameras and VR headsets are integrated into teacher preparation programs by providing pre-service teachers with hands-on practice in recording, reviewing, and reflecting on their teaching. Initially, teachers record micro lessons using 360 cameras, allowing them to analyze their performance on a laptop before transitioning to VR headsets for a fully immersive experience. This process helps teachers become comfortable with new technology and enhances their ability to self-reflect, receive peer feedback, and improve instructional strategies. This approach reduces anxiety by making the experience more engaging and interactive—almost like a game. It fosters a more dynamic learning environment, preparing future educators to incorporate innovative tools into their classrooms.
Dr. Carreon: “In my undergrad classrooms, they get a variety of practice… They get practice recording themselves doing a micro lesson. And then their partners actually look at it via just a virtual, like, laptop or something, and they are able to see how it works.”
Q4: What advice would you give to teacher preparation programs, including faculty members who are just beginning to explore using these technologies?
For institutions looking to adopt this technology, the key is to start small. Encouraging faculty and students to experiment with 360 cameras and VR headsets can help them become comfortable with these tools. Additionally, emphasizing a non-punitive, self-reflective approach ensures that teachers see these technologies as resources for growth rather than evaluation tools.
Dr. Carreon: “I think the best part is just to get them using it… When you record yourself in 360, it is a completely different viewpoint of the world.”
Q5: What can be the future of research on using 360 cameras and VR headsets in teacher coaching?
Future research should explore ways to scale the implementation of these technologies, making them more accessible and affordable for teacher preparation programs. Additionally, studies should investigate their impact on student outcomes and teacher effectiveness over time.
Dr. Carreon: “We want to take that affordability that really is there and empower admin to start putting in some sort of program… Additionally, we wanted to start expanding into the understanding of how it affects student outcomes. So this could be your students with disabilities. It could be all students. Really, there's not a whole lot out there in using this kind of technology and getting student outcomes.”
Q6: What other factors should teacher preparation programs consider before integrating these tools?
Teacher preparation programs should consider before integrating 360 cameras and VR tools. One major consideration is that VR is an optional enhancement rather than a necessity—programs can still benefit from 360 cameras without fully adopting VR. Additionally, adoption should gradually focus on training educators to use these tools effectively. By fostering a culture of experimentation and reflection, institutions can ensure that these technologies are used to their full potential.
Resources and References
Carreon, A., Criss, C., & Goldman, S. (2024). Pre-Service Teacher Coaching on Behavior Specific Praise: Exploring Immersive Video Within Virtual Reality and Performance Feedback. Journal of Interactive Learning Research, 35(4), 411-424.
Carreon, A., Smith, S. J., Mosher, M., Rao, K., & Rowland, A. (2022). A Review of Virtual Reality Intervention Research for Students With Disabilities in K–12 Settings. Journal of Special Education Technology, 37(1), 82-99. https://doi.org/10.1177/0162643420962011
Criss, C. J., Carreon, A. C., Massey, C. C., & Davis, A. (2025). The role of technology in performance feedback on teacher practice: A systematic review. International Journal of Professional Development, Learners and Learning, 7(1), e2501. https://doi.org/10.30935/ijpdll/15690
Ferdig, R. E., & Kosko, K. W. (2020). Implementing 360 video to increase immersion, perceptual capacity, and teacher noticing. TechTrends, 64(6), 849-859.
Gold, B., & Windscheid, J. (2020). Observing 360-degree classroom videos–Effects of video type on presence, emotions, workload, classroom observations, and ratings of teaching quality. Computers & Education, 156, 103960.
McLeod, R. H. (2020). Supporting pre-service teachers to implement systematic instruction through video review, reflection, and performance feedback. Early Childhood Education Journal, 48, 337– 343. https://doi.org/10.1007/s10643-019-01001-y
Theelen, H., Beemt, A., & Brok, P. (2019). Using 360‐degree videos in teacher education to improve preservice teachers' professional interpersonal vision. Journal of Computer Assisted Learning, 35(5), 582–594.
Suggested Citation
Kim, T., Carreon, A., & the CIDDL Team. (2025). The Use of 360 Camera and VR Headset for Teacher Training. The Center for Innovation, Design, and Digital Learning.
This work is licensed under a Creative Commons Attribution 4.0 International License.