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Getting Started With Augmented and Virtual Reality

Explore and create

Explore and create : Creation lab

Sunday, November 29, 10:00–10:50 am PST (Pacific Standard Time)

Jaime Donally  
Getting started with augmented and virtual reality may seem overwhelming, but with the right approach, successful implementation is achievable — and can actually be a lot of fun to learn. A solid plan will help turn frustrating experiences into mind-blowing creative lessons.

Audience: Coaches, Teachers, Library media specialists
Skill level: Beginner
Attendee devices: Devices required
Attendee device specification: Smartphone: Windows, Android, iOS
Tablet: Android, iOS, Windows
Topic: Augmented, mixed & virtual reality
Grade level: PK-12
ISTE Standards: For Students:
Empowered Learner
  • Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
Innovative Designer
  • Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
Digital Citizen
  • Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
Additional detail: ISTE author presentation, Session recorded for video-on-demand
Influencer Disclosure: This session includes a presenter that indicated a “material connection” to a brand that includes a personal, family or employment relationship, or a financial relationship. See individual speaker menu for disclosure information.

Proposal summary

Purpose & objective

Jumping into immersive technology can be exciting, but without proper preparation, the most engaging lessons can be a complete fail. There are no guarantees that any planning will avoid potential problems, but it should help minimize potential pitfalls and improve the effectiveness of your augmented and virtual reality lessons.

The session will use virtual collaboration to answer some of the problems we face and target how to support our students. In these responses, various resources will be offered with specific use cases. The strategies will include whole group discussion, individual responses, and group activities.


We will cover these important questions:
What's the difference between augmented and virtual reality? (10 minutes)
What are your goals in using this technology? (10 minutes)
Who is part of the collaboration in using AR and VR? (10 minutes)
What are the best tools for my students? (30 minutes)

The questions will be available for all the attendees to answer and the session will address some of the key issues addressed in the responses.

Supporting research

Donally, J. (2018). Learning Transported. Place of publication not identified: ISTE INTL SOC FOR TECH IN.

A virtual glimpse into the reality of future education; TIPPING POINT Traditional learning is about to be challenged by advanced, immersive technology that could inspire generations, reports Peter Cunliffe." Times [London, England], 5 Apr. 2017, p. 39. Global Issues in Context, Accessed 29 Sept. 2017.

Increasing Student Development Through Multi-Level Immersive Learning: Clemson Engineers for Developing Countries Case Study
Author: Bargar, Dylan
Journal: International journal for service learning in engineering
Date: 10/01/2016

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Jaime Donally, ARVRinEDU

Jaime Donally is a passionate technology enthusiast. She began her career as a math teacher and later moved into instructional technology. Her desire to build relationships has created opportunities to collaborate with students and educators around the world. She provides staff development and training on immersive technology as an edtech consultant, and her latest adventures include the launch of Global Maker Day and the #ARVRinEDU community. She’s also an author and speaker on the practical use of augmented reality and virtual reality in the classroom.

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