Following the study, 15 different metaphors created in relation to the LEGO robotic instructional practices concept were categorized as ‘edutainment tool,’ ‘a technological tool’ and a ‘development tool,’ while 24 different metaphors created in relation to the augmented reality concept were categorized as ‘Perception Of Reality’, ‘A Technological Tool’, ‘Change/Transformation Tool’ and ‘Entertainment Tool’. The data acquired were analyzed through content analysis method. A form consisting of three open-ended questions was used as a data collection tool during the study. The study group consists of 37 pre-service teachers studying the undergraduate programme of Science Teaching, Faculty of Education of a university in the Western Black Sea Region in the spring semester of the academic year 2016–2017. The study is descriptive research that was conducted as a survey model. The aim of this study is to reveal perceptions of pre-service teachers about ‘LEGO robotic instructional practices,’ ‘augmented reality’ and ‘flipped classroom’ concepts through metaphors. The paper also sheds light on bottlenecks for IoT applications and explains security, privacy, scalability, reliability, and dehumanization as main constraints in IoT applications in educational settings. The present research explains the ways in which IoT has been applied for the benefit of school managers, teachers, and learners, showcased in the recent literature. Our research article digs into recent research carried out referring to IoT applications in education and provides a detailed insight into the topic from three different perspectives, i.e., from the perspective of school management, teachers, and learners. Therefore, this research work aims to present an overview of the capabilities of IoT applications in educational settings. Disruptive technologies, such as Internet of Things (IoT), have great potential in revolutionizing the current educational setup.
Conventional ways of delivering and managing education would not fulfil the demands of the fourth industrial revolution (4IR).
In the realm of fourth-generation industrialization, there will be great demand for a skilled workforceTo produce a skilled workforce, we need sustainable education with quality and equity.
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