9.1 Emerging Tech

Okay, I'll be the first to admit that I love shinny new tech! As soon as I learn about some new glittery thing I'm the first to daydream about it-getting lost in its possibilities. Thankfully, my practical mind kicks in and reminds me --it's the learning that matters first! This is usually followed by some introspective thinking around what might the implications of this new tool be for our students and ourselves?

In this module, we'll take a little non-reality tour and explore virtual reality toys. We'll reflect on how we might possibly use them in our teaching practices and dive into the minds of the venturous teachers who have already begun using these tools in their classrooms. (Image source: Wearable Tech, n.d.)

Virtual Reality (VR)

Virtual Reality (VR) made a huge splash this past holiday season. Seems every store, from Target to Brook Stone, carried the headsets, some for as little as $10.00. But like most often with new technologies, education is the "late adopter." Only a handful of brave souls have brought VR into their classrooms. Yet, believe it or not, VR in education has been around since the early 90s. One of the early pioneering organizations, the University of Washington Human Interface Technology Laboratory, held summer camps with students aged 10 to 15 years old to conduct pilot studies with the technology. Their goal was to understand how VR could be useful in education. They discovered that VR could be a powerful learning tool for learners of diverse backgrounds and it could accommodate various learning styles. Other early explorers, discovered that VR could be a promising tool, helping students to learn abstract concepts by removing the barriers of symbols because VR provided the "verity" - or true life - examination of concepts, rather than the 2 dimensional examination of concepts through text, audio or video. In the 1980s, the military, which to this day still does much of its training through simulations or VR, discovered that its soldiers could in fact directly apply concepts they experienced and learned in the virtual world to real world applications. However, education has yet to discovered whether learned concepts can be applied to real world applications.

VR vs. AR

We are beginning to see some promises for VR in education. Recently, some studies (see READ) have shown that VR can help students achieve defined learning objectives and, when used repeatedly, can help students to acquire skills applicable to the real world. They have found that properly designed experiences, tested outside of the VR world are key to successful use of VR in schools. On the other hand, the jury is still out on whether or not these types of technologies can improve higher order thinking skills.

What's the Difference?

Virtual Reality (VR) is a computer-generated simulation of a 3D image or environment that can be interacted with in a seemingly real or physical way by a person. It usually involves special headsets (and sometimes gloves with fitted sensors), but it can also be viewed on a device, such as an iPad.

Augmented or Mixed Reality (AR) is defined as a combination of real and virtual. AR layers over, or blends into our own real life with virtual images. Think Pokemon Go! It requires a device, like a smart phone or an iPad/tablet to "place" the virtual image into our window of reality.

Microsoft has just introduced what is calls "Mixed Reality." This video of their Holograms show a truly an amazing example of how this technology is going to reinterpret "hands-on" learning!

Explore some mind-bending AR tools!

Watch Holograms to imagine a truly phenomenal tech for reimagining hands-on learning!

(Image source: Pokemon Go)

VR has been touted as a learning tool which can aid in:

  • Developing empathy
  • Appealing to different learning styles
  • Providing opportunities for multiple practice
  • Eliminating the gap between understanding abstract concepts and real life applications
  • Providing simulations and opportunities to experiment
  • Engaging and motivate students

Watch

...this 5-minute video to gain an understanding of VR's potential from thought-leader Kevin Kelly. He thinks it will become a "social platform" in a few years! What do you think?

Check Out What Teachers Say

This article and embedded infographic give us a snapshot of how teachers current view VR for the Classroom

Read

Will VR be a powerful engine for developing empathy? Or will it be one more isolating technology that we find ourselves developing new limitations for "immersion time?"

Will it be a vehicle for "tricks and deception" or offer an opportunity for "immediacy and intimacy" into the lives and experiences of others? NYTimes Article (The Tricky Terrain of VR" M. Sullivan, 2015).

Beyond the Hype: 5 Ways to Think About VR and AR in Schools, (Abamu, 2017) - in this brief article you will read about a recent gathering of scientists and early VR explorers as they imagine the potential of VR for education.

A teacher describes how he uses New York Times VR in the classroom, (Presence Research, 2016) - This is an excellent first-person account of a teacher's experience using VR in his classroom. He also shares his lesson plan, giving us a clear understanding of how we might integrate VR into our classrooms.

What does the research say? I have curated several research articles concerning VR in education. You do not need to read each one from cover to cover. However, you need to inform yourself of the key findings for each article so that you can articulate your understanding for the TASKS associated with this module. One way to approach research articles is to first read the Abstract, then the Conclusion, then the Findings. If you have time and you are interested, go back and read about the study's Methodology, Background and Introductions. Annotate your understanding as you read:

Move onto 9.2 when you've completed the readings in this section.