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Reaching 21st Century STEM Pedagogy Using Augmented Reality (AR) in Teacher Preparation

Listen and learn

Listen and learn : Research paper
Roundtable presentation

Tuesday, December 1, 11:15 am–12:00 pm PST (Pacific Standard Time)
Presentation 2 of 2
Other presentations:
The Flipped Classroom Model: An Investigation of Faculty Perspectives and Student Achievement

Dr. Sumreen Asim  
Research has indicated that most elementary teacher candidates feel unenthusiastic about teaching STEM . Teacher educators must effectively design curriculum that integrates technology for the 21st century, this includes an integrated approach that shows how technology, pedagogy and content are interconnected; using AR adds a layer to pedagogical skills.

Audience: Teacher education/higher ed faculty
Attendee devices: Devices not needed
Topic: Teacher education
Grade level: Community college/university
Subject area: STEM/STEAM, Science
ISTE Standards: For Education Leaders:
Empowering Leader
  • Build the confidence and competency of educators to put the ISTE Standards for Students and Educators into practice.
  • Inspire a culture of innovation and collaboration that allows the time and space to explore and experiment with digital tools.
  • Support educators in using technology to advance learning that meets the diverse learning, cultural, and social-emotional needs of individual students.
Additional detail: Undergraduate student

Proposal summary




Due to COVID19, the quantitative data collection was impacted and the study no longer could be a mixed-methods study. The purpose for collecting these sources of qualitative data was to ascertain experiences, practices and beliefs of the participant through their own lens.The methodological approach is based on recurrent patterns. The case study draws a general picture over time.


The study suggests that the types of experiences offered during the methods courses are valuable for teacher candidates in learning to teach in innovative ways. First, the teacher preparation program fosters the development of teaching by meaningful experiences, assignments and discussions. Second, the teacher candidates have clinical experiences that allow them to "practice" pedagogical skills. Therefore, the implication of the data collected through this study indicated that teacher training experiences should include scaffolding of meeting 21st century skills and meaningful ways of integrating educational technology.


The purpose of technology in our classrooms is to make learning meaningful to the individual and to engage in 21st century skills. Augmented reality (AR) is a cutting-edge form of technology that is taking center stage in several industries such as medicine, travel, manufacturing, and informal learning environments such as museums. AR also has tremendous potential in classroom education. With AR, virtual images are superimposed over items in front of you, bringing objects “to life” in three-dimensional view and increasing student engagement with the learning task. The prospect of bringing AR to local classrooms is also timely since budget cuts have led local school districts to reduce or eliminate field trips, animal dissections, and other traditional hands-on experiences that engaged previous students. AR technology allows teachers to incorporate a realm of 3-D experiences into their STEM lessons without leaving the classroom.


Bybee, R.W. (2014). NGSS and the next generation of science teachers. Journal of Science Teacher Education, 25(2), 211-221.
Crews, J. (2018). Five Ways Teachers Can Use—and Create—Augmented Reality Experiences. Retrieved Feb 22, 2019 from
Carpenter, J., Trust, T., Krutkaa, D. (2016). The Virtual Workroom: Using social media, teachers reach beyond school walls to learn and grow.
Crone, W., Dunwoody, S., Rediske, R., Ackerman, S., Peterson, G., & Yaros, R. (2011). Informal science education: A practicum for graduate students. Innovations in Higher Education, 36, 291–304. doi 10.1007/s10755-011-9176-x
Demiski, J. (2012). Create your own unconference, T.H.E Journal, June/July, 42-46.
Desimone, L. M. (2009). Improving impact studies of teacher’s professional development. Toward better conceptualization and measures. Educational Researcher, 38(3), 181-199.
Ertmer, P.A., Ottenbriet-Leftwich, A.T., Sadick, O., Sendurur, E. & Sendurer, P. (2012). Teacher beliefs and technology intergration practices: A critical relationship. Computers & Education, 59(2), 423-435.
Johnson, C., Sondergeld, T. and Walton, J. (2017). A statewide implementation of the critical features of professional development: Impact of teacher outcomes. School Science and Mathematics, 117(7-8), 341-349.
Subramaniam, K., Asim, S., Koo, Y., & Lee, E. (2018) Student teachers' images of science instruction in informal settings: A focus on field trip pedagogy. Journal of Science Teacher Education, 29(4), 307-325.
Urbani, J., Roshandel, S., Michaels, R., & Truesdell, E. (2017). Developing and Modeling 21st-Century Skills with Preservice Teachers. Teacher Education Quarterly, 44(4), 27-50. Retrieved November 28, 2020, from

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Dr. Sumreen Asim, Indiana University Southeast

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