ISTE20Creative Constructor
Lab Virtual
Digital Leadership
Summit at ISTE20 Live
Edtech Advocacy &
Policy Summit

Bring Learning to Life Through Augmented and Virtual Reality

Location: Posters; Level 3, Skyline Ballroom Pre-function, Table 9

Participate and share

Participate and share : Poster


Monday, June 25, 8:00–10:00 am
Location: Posters; Level 3, Skyline Ballroom Pre-function, Table 9

Dr. Lucy Bush   Dr. Jeff Hall  
Become familiar with ways to incorporate virtual reality (VR) and augmented reality (AR) into your classroom. Get hands-on experience with Cardboard, Aurasma, Quiver and more. Learn about best practices for incorporating these tools into your teaching practice. Leave with an AR/VR resources wiki for your use after the conference ends.

Skill level: Beginner
Attendee devices: Devices useful
Attendee device specification: Smartphone: Windows, Android, iOS
Tablet: Android, iOS, Windows
Participant accounts, software and other materials: Cardboard
Aurasma
Expeditions
Quiver
Focus: Digital age teaching & learning
Topic: Augmented, mixed and virtual realities
Grade level: PK-12
Subject area: Social studies, STEM/STEAM
ISTE Standards: For Educators:
Designer
  • Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.
  • Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
  • Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.

Proposal summary

Purpose & objective

The purpose of this presentation is to share and discuss the tools, methods, and best practices concerning augmented and virtual reality in the classroom. By using tools such as Cardboard, Aurasma, and Quiver, teachers can truly transform their classroom teaching and bring learning to life. Using tablets and smartphones, educators can create a virtual and/or augmented learning environment that can begin to address societal issues of equity and access. AR and VR technology has the potential to truly level the playing field for our students, with the focus of this session being the most effective and inexpensive ways to accomplish this goal.

At the end of this session, participants will know how to identify the most effective AR/VR tools, apps, and best practices, understand how to align the aforementioned tools and apps with national content standards, and recognize the opportunities that augmented and virtual reality can offer to bridge the current equity gap.

Outline

1. Demonstrate a variety of augmented and virtual reality tools and apps, including but not limited to
a. Cardboard
b.  Expeditions
c.  Quiver
d.  YouVisit
e. View-Master Destinations
2. Discuss ways to align AR/VR activities and content to national standards, particularly related to STEM and social studies.
3. Discuss best practices for leveraging AR/VR to address issues of educational equity.
4. Discuss the opportunities and challenges presented by augmented and virtual reality in the classroom.
5. Provide attendees with access to an online resource with links to relevant AR/VR resources.

Supporting research

Bacca, J., Baldiris, S., Fabregat, R., & Graf, S. (2014). Augmented reality trends in education: A systematic review of research and applications. Journal of Educational Technology & Society, 17(4), 133.

Diegmann, P., Schmidt-Kraepelin, M., Van den Eynden, S., & Basten, D. (2015). Benefits of augmented reality in educational environments: A systematic literature review. Wirtschaftsinformatik, 3(6), 1542-1556.

Hainey, T., Connolly, T. M., Boyle, E. A., Wilson, A., & Razak, A. (2016). A systematic literature review of games-based learning empirical evidence in primary education. Computers & Education, 102, 202-223.

Radu, I. (2014). Augmented reality in education: A meta-review and cross-media analysis. Personal and Ubiquitous Computing, 18(6), 1533-1543.

More [+]

Presenters

Dr. Lucy Bush, Mercer University
Dr. Jeff Hall, Mercer University

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