Transcript Landforms: Using Technology to Integrate the Learning of

Landforms:
Using Technology to Integrate the
Learning of Social Studies and
Earth Science in the
Elementary Classroom
Presented by
Dr. Charlene Bustos
Dr. Christine Purkiss
Angelo State University
About Us……
• Angelo State University
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Texas Tech University System
6500 students
HSI – Hispanic Serving Institution
Over 100 majors/concentrations
20 masters degrees,1 doctoral
program
• Teacher Education Department
• Offer degrees in EC-6, EC-6 with all level SPED, 4-8 Generalist
• House the Professional Education Minor for secondary teacher
certification
• Social Studies methods class
• Science methods class
Technology Integration
• Need for technology to be integrated into methods classes
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Application of technology as a new teacher
Understanding that technology is a tool
Foundation of technology to enhance learning
No stand alone technology course any more
• Common state standard in K-5 science and geography
• Why Integrate?
• Time to teach everything
• Because of state standardized testing
• Connect K-5 learning to real world
Landforms Project
• Integrate Geography and Science
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State standards
Knowledge is not isolated
“True learning requires experience”**
Natural Integration – enhanced by Integrating technology
Lesson Plan – using the 5E Model
• Will be taught during field experiences
• Working in small groups or by themselves - teaming
• Had to produce the end student product – use as a model during
teaching
• Had to integrate the use of technology and be able to teach it
• Add to teacher repertoire
**Perez-Lopez, et al.
Technology
Augmented Reality
• an enhanced version of reality created by the use
of technology to overlay digital information on an
image of something being viewed through a device
(such as a smartphone camera)
• “Allows computer-generated virtual imagery
information to be overlaid onto a live direct or
indirect real-world environment in real time.” ***
• “Augmented reality refers to technologies that project
digital materials onto real world objects.”****
*** Lee, K. (2012)
**** Cuendet et.al (2013)
Aurasma
• Free APP – used with mobile device or iPad
• www.aurasma.com
• Uses “Aura’s” or virtual imagery overlay
• Used in education and business
• Accessible
• Easy to use
Landforms Project
Using Aurasma
• Created class file
• Students downloaded the APP or used class iPads
• Had students explore Aurasma through examples
• Used to scaffold their learning
• Created a simple Aura to introduce themselves
• Researched landforms
• Made lesson planning decisions
• 5th E – Elaboration – needed to integrate AR into a final student
product
• Methods students had to make a model of the final product
Outcomes
• Here we need to talk about how our students reacted to the
project
• Scared stiff - didn’t know the technology
• Awe struck when they saw the examples and what it was.
• Using it for the first time to make their introductions – light
bulbs went on, it can be done.
• Realizing they would have to teach the students at some point
how to use/do Aurasma
• Realized how easy it was – although very techie
• The model they did made them understand the content better
• Product solidified their own learning
References
Antonioli, M., Blake, C., & Sparks, K. (2014). Augmented reality applications in education. Journal
of Technology Studies, 40(2), 96-107.
Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk. (2014). Augment reality trends in education: A
systematic review of research and applications. Educational Technology & Society, 17(4), 133149.
Cuendet, S., Bonnard, Q., Do-Lenh, S., & Dillenbourg, P. (2013). Designing augmented reality for the
classroom. Computers & Education, 68, 557-569
Chang, H.Y., Wu, H-K, & Hsu, Y-S. (2013). Integrating a mobile augmented reality activity to contextualize
student learning of a socio-scientific issue. British Journal of Educational Technology, 44(3),
E95-E99.
Chiang, T.-H.-C., Yang, S.-J.-H., & Hwang, G.-J. (2014). An augmented reality-based mobile learning system
to improve students’ learning achievements and motivations in natural science inquiry
activities. Educational Technology & Society, 17(4), 352-365.
Dunleavy, M. (2014). Design principles for augmented reality learning. TechTrends, 58(1), 28-34.
Enyedy, N., Danish, J.A., Delacruz, G., & Kumar, M. (2012). Learning physics through play in an augmented
reality environment. Computer-Supported Collaborative Learning, 7, 347-378.
Lee, K. (2012). Augmented reality in education and training. TechTrends, 56(2), 13-21.
Perez-Lopez, D., & Contero, M. (2013). Delivering educational multimedia contents through an augmented
reality application: A case study on its impact on knowledge acquisition and retention. Turkish
Online Journal of Educational Technology, 12(4), 19-28.
Rosenbaum, E., Klopfer, E., & Perry, J. (2007). On location learning: Authentic applied science with
networked augmented realities. Journal of Science Education & Technology, 16(1), 31-45.