Landforms: Using Technology to Integrate the Learning of Geography and Earth Science in the Elementary Classroom Presented by Dr. Charlene Bustos Dr. Christine Purkiss Angelo State University

About Us…… Angelo State University 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 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 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 Uses “Aura’s” or virtual imagery overlay Used in education and business Accessible Easy to use

Landforms Project Using Aurasma Created class channel 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 5 th E – Elaboration – needed to integrate AR into a final student product Methods students had to make a model of the final product

Outcomes Pre Scared - didn’t know the technology Awe struck when they saw the examples and what it was. During 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 made helped them understand the content better

Outcomes Post Product solidified their own learning Gets easier with practice Useful and engaged 4 th and 6 th grade learners Makes connections between words and pictures Great tool for English Language Learners Will use again Different form of teaching Has potential but initially overwhelming More appropriate for upper elementary grades and middle school Creative way to integrate technology 21 of 29 students said they would use it in clinical teaching and in their classroom in the future

References Antonioli, M., Blake, C., & Sparks, K. (2014). Augmented reality applications in education. Journal of Technology Studies, 40(2), 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), 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), Cuendet, S., Bonnard, Q., Do-Lenh, S., & Dillenbourg, P. (2013). Designing augmented reality for the classroom. Computers & Education, 68, Dunleavy, M. (2014). Design principles for augmented reality learning. TechTrends, 58(1), Enyedy, N., Danish, J.A., Delacruz, G., & Kumar, M. (2012). Learning physics through play in an augmented reality environment. Computer-Supported Collaborative Learning, 7, Lee, K. (2012). Augmented reality in education and training. TechTrends, 56(2), 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), Rosenbaum, E., Klopfer, E., & Perry, J. (2007). On location learning: Authentic applied science with networked augmented realities. Journal of Science Education & Technology, 16(1),