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Trisha Templeton, teacher librarian at Daramalan College, defines augmented reality (AR), explores its role in education, and suggests some basic considerations for teachers getting started with AR. The technology revolution, pervasive use of the internet, and plethora of personal devices have changed the way society engages in employment.

Malespina’s book, Augmented Reality in Education: Bringing Interactivity to Libraries and Classrooms, is a wealth of resources, and she has created a webinar for the ISTE Librarians Network. While the technology and available content continues to grow at a quick pace, the 2016 ISTE Standards for Students can guide educators in using these new. Mar 12, 2014 - This Pin was discovered by ATBOT/ The Book Bug. Discover (and save!) your own Pins on Pinterest. QR Codes and Augmented Reality 1. QR CODES &AUGMENTED REALITY 2. QUICK RECALL CODES 3. HOW DO QR CODES WORK?. A 2D barcode that links to online content like text, audio, websites, images, maps, videos and more. Needs a mobile device with a camera and a QR reader app. Emerging technologies like QR Codes and Augmented Reality can help libraries extend services, widen access to resources, and promote events to users in exciting and innovative ways. Using simple and free technologies, QR codes can be created easily and embedded almost anywhere.

Augmented reality–a technology that uses a trigger image to superimpose digital content over a user’s view of the real world–is growing in popularity and accessibility, and it holds a wealth of potential for education.

Often described as “QR codes on steroids,” the technology offers new and exciting ways for students to interact with lessons, said Jeff Peterson, an instructional technologist in the Lamar Consolidated ISD in Texas. Peterson presented a TCEA 2017 session on augmented reality’s application in classrooms.

Augmented reality-based apps infuse more engagement into learning exercises, and students often grasp complex concepts quickly with interactive content, said Peterson, referencing Drew Minock, an advocate for augmented reality in the classroom and outreach manager at augmented reality company Daqri.

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“If you can captivate those kids when you introduce the lesson, you know they’re going to pay attention throughout the lesson,” Peterson said. “This is a great way to grab kids and get them involved.”

Relevant educational uses include using augmented reality during a visit to a museum or historical location, seeing science concepts in motion, looking at math from new visual perspectives, watching books come to life, and animating art.


(Next page: 12 augmented reality apps)

HARP, an AR game designed to teach math and science literacy skills to middle school students, was developed with funding from the U.S. Department of Education by researchers at the Harvard Graduate School of Education, the University of Wisconsin at Madison, and the Teacher Education Program at MIT.

In HARP, students use Dell Axim handheld computers and GPS technology to correlate their real-world locations to their virtual locations in the game’s digital world.

As students move around their physical location, such as a school playground or sports field, a map on their handheld computer displays digital objects and virtual people who exist in the AR world that has been superimposed onto the physical world.

The School in the Park program lets students explore Asian art and folktales using AR experiences to enhance learning.

The program uses the Samsung Moment—a Google Android device—and its indoor component uses QR Code, a two-dimensional barcode, to trigger an AR event.

Outside, students use Layar, an AR reality browser that overlays data using the smart phone as a viewfinder—meaning that students see what is in front of them but can overlay virtual information on top of that physical world.

For instance, as a student approaches a sculpture or another work of art, information might pop up on the student’s smart phone that explains the history behind that piece.


“Of course, there’s a learning curve that goes along with any new technology, but the thing that’s really promising about this type of experience is how engaging it is for students,” O’Shea said. “Anything that engages students is a net benefit in the long run.”

And although the technology itself might seem intimidating, the real challenge is the availability of content.

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“The barrier is not so much technology, but curriculum. There’s just not a lot of curriculum developed that can be widely used—it tends to be localized,” O’Shea said. For instance, students from Pennsylvania are unlikely to travel to San Diego to participate in this particular AR experience.

“There’s a policy issue involved as well: Schools tend to fear this technology, they fear cell phones, because they see the negative,” he said.

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And while AR works well as an engaging tool, it doesn’t necessarily work as well for deep content learning, because students spent a large portion of time figuring out how to work the devices.

“A logical next step is to [have] multiple AR sites, so students can have more engaging experiences over time, eventually getting to the point where students are creating their own experiences,” he said. “That’s where I see this going.”

The School in the Park program lets teachers and students expand their learning opportunities, said Kitty Gabriel, of the San Diego City Heights Collaborative. Gabriel presented the AR project within the School in the Park program.

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Ar, Qr And Beyondslcsd Educational Technology Resources

“We like to have authentic experiences in cultural learning opportunities that often our kids don’t have access to,” she said. Instead of simply reading about Siddhartha relief sculptures, she added, students must find them in the museum.

Ar qr and beyondslcsd educational technology resources inc

“Having handheld devices for our students is an opportunity that promises equitable access for students who otherwise wouldn’t be able to experience this,” Gabriel said.

Gabriel said the AR experiences that students gain in the program contribute to critical thinking and problem-solving skills—two in-demand 21st century skills.