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 • • • 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 5 E 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 i. Pad • 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 i. Pads • 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 • 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), 133 -149. 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), E 95 -E 99. 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. Tech. Trends, 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. Tech. Trends, 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.