Every fall, leaders from educational technology-focused professional organizations, ed tech journal editors, and higher education faculty convene in Washington, DC, for the National Technology Leadership Summit (NTLS). Hosted by the American Association of Colleges for Teacher Education, the summit is an opportunity for participants to explore emerging technology trends in education and discuss their potential impact on education. This year, I was fortunate to co-host a strand on augmented and virtual reality with Dr. Mike Searson, executive director for Kean University's School for Global Education & Innovation. The recent explosion of augmented reality marketing campaigns has lead to growth in educational use in the classroom. I'm sure many of you have seen One World Trade Center's recently lauded augmented reality elevator ride? In the 47-second ride to the 102nd-floor observatory, visitors experience a glass elevator feel, as three sides are screens that present a historical and visual travel through the development of New York City, from swamp to skyscrapers. It's an incredible blending of reality and animation and it's engaging and entertaining.
My initial thought about augmented or virtual reality (AR/VR) as an educational tool was that it might be a flash in the pan. I wondered whether the hype outweighed any instructional value. Our group discussed classroom integration and project ideas, listed connections to standards, explored the various development tools available, and listed educational benefits for developing AR/VR projects. As you might expect, there were many, from virtual and place-based field trips and three-dimensional (3D) modeling in science and engineering, to immersions into works of literature and enhanced global collaborations. Of course, there are downsides to any new technology, including cost barriers, access issues, professional development, and, in the specific case of virtual reality, motion sickness, which is aptly referred to as virtual or cyber sickness.
Our thoughts, ideas, and opinions were one thing, but it was time to experience augmented reality to educate. Taking advantage of being in Washington, DC, our group explored the Smithsonian National Museum of Natural History's new Skin & Bones augmented reality exhibit. This recently opened app allows visitors to use their iPhones or iPads to scan a specific skeleton to unlock additional resources. Visitors watch as ancient bones transform into real-life images, watch as the lifeless bat jumps up and walks across their screen, and get a glimpse of behind-the-scenes historical videos and interviews with archeologists. You might be thinking these resources are all currently available online. They are, but the augmented reality app, our curiosity, and our excitement in the museum drove our exploration. The app certainly enhanced the experience for all of us.
After two days of discussion and exploration, we created several research and project ideas to continue our exploration. There is potential for creating engaging learning experiences through augmented and virtual reality. A clear consensus for use was to incorporate these tools into inquiry-based learning activities. Regardless of the project idea, we continued to return to one undisputable fact. Regardless of how we incorporate AR or VR into the classroom, it was all about pedagogy. Augmented reality apps and projects can enhance and engage students in understanding content, but educators must first consider appropriate instructional strategies. We hear this mantra time and time again, yet sometimes we stray as we explore “cool tools.” Mishra and Koehler's (2009) technological pedagogical content knowledge (now technological pedagogical and content knowledge or TPACK) framework is a driving force for educators' integration of technology into the curriculum. Cool tools may get us excited for the potential they hold, but educators should continue to consider TPACK and instructional strategies as we explore these tools. We all know that the latest technology trend will come and go, but as educators we must always remember one simple idea: Teaching is about pedagogy first.
Reference
- Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.