There remains a significant gap between the potential and actual use of 360-degree video in educational research or scholarship to capture and explore dynamic contexts where the visual, aural, embodied and spatial aspects of educational environments combine in complex interactions and relationships. In contrast, most interest to date in 360-degree video has focused on its potential value as a learning resource asset for teaching pupils in schools and students in higher education, the latter including for professional development purposes. Use in research and research within practice (e.g. action research) requires recordings to be made in the field and then for the viewer, be this a researcher or practitioner, to interact with these. In this chapter we explore the potential of this emerging technology to provide insights to deepen researcher and participant understandings of pedagogic aspects such as classroom interactions and pupil inclusion. We identify fifteen opportunities for use in research and illuminate the discussion with findings and observations from a case study that explores the introduction of this technology in a low-resource educational setting.
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