Landforms: Integrating Technology into Earth Science Presented by Dr. Christine Purkiss Dr. Charlene Bustos Angelo State University

Technology Integration Why Integrate? Time to teach everything Because of state standardized testing Connect K-5 learning to real world Need for technology to be integrated Understanding that technology is a tool Foundation of technology to enhance learning Common state standards in K-5 science and geography with regard to Landforms

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 Integrate Geography and Science 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.

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 5th E – Elaboration – needed to integrate AR into a final student product Methods students had to make a model of the final product

Outcomes Pre During Scared - didn’t know the technology Awestruck 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 4th and 6th 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

Here’s what Aurasma can do!

Ideas to use Aurasma in the classroom Talking Word Wall Student Presentations Collages Foldables Bulletin Boards Spoken Alternative to Writing

Getting started with Aurasma Download the free APP Open an account, use a password you will remember Plus sign – top right, click on this to make a new Aura Take a picture of whatever is going to be used as your Trigger – a trigger does exactly that, it triggers the overlay. Red, yellow, green scale – need to be in the green! Click the blue button Find an aura from the stock library or make your own To make your own – choose “device” Upload from device, click. Camera – you can make a short video or take a picture or photo album It will ask “to use” picture , click on that Give a name or you can just press done Position overlay, press next, name it, make it public or private Click on Submit. You can share with friends or just click DONE. Try it out!

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), 133-149. 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. Cuendet, S., Bonnard, Q., Do-Lenh, S., & Dillenbourg, P. (2013). Designing augmented reality for the classroom. Computers & Education, 68, 557-569. 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.