Pedagogical Justification
This module is based upon Geography and integrates technological domains to present content about place and environment to stage 3 students in a creative manner. It focuses on the use of Augmented Reality (AR) apps in the classroom to deliver information in a cohesive, chronological and interactive manner.
The central theme is to undergo an in-depth investigation of Africa through selected AR apps such as LayAR, ZooBurst, col AR and Leap motion. The content has been set out to cultivate creative thinking as well as enhance student geographical concepts and understanding of place and environment. The material has been scaffolded to help build a classroom environment where students are able to work to the best of their abilities, both in a technological and geographical context.
By implementing an inquiry-oriented and instructional approach during the four lessons students are given the opportunity to express their creativity whilst being engaged with the content provided. This is seen in the experiential and constructivist activities set out in the module.
For example, stage 3 is introduced to new AR technology that activates certain learning environments throughout the module. This is through the use of ZooBurst. Students were asked to make their own storybook based on Africa in the iPad and according to Anderson and Krathwohl (2001) creating is the highest form of thinking, which is argued to be a form of creativity in itself.
Moreover, the use of technology and integration of cross-curriculum outcomes (writing and geography) aid in fostering creativity and high order thinking skills as it enables students to take control of their learning and to view academic content in a new light. This further strengthens research that suggests AR in the classroom stimulates creativity and imagination due to the level of interaction and control students have over their learning (Klofper & Yoon, 2004)
Furthermore, researchers argue that AR help teach subjects such as geography and astronomy where before students could not gain real world, first – hand experience and engage and motivates students to look at material in different angles (Yuen, Yao yuneyong, & Johnson, 2011).
This can be seen in the use of leap motion in the classroom module. The app involved real life experiences and enabled students to look at the continent of Africa in 3D, explore different angles and environments using the real and virtual world and therefore create an authentic learning environment. This interaction between human and machine is seen to promote learners’ active learning ability as they interact with technology creatively (Pan et.al., 2006).
Stage 3 also express creativity in this module through investigating, colouring and drawing as well as using technology domains to express information in a different manner (can be seen in lesson plans).
Moreover, in this module there was particular focus in helping students reach expected learning outcomes set out by the curriculum. Therefore, two types of assessment tasks were put in place. This include multiple choice questions (through Plicker) in the begging of lesson 1 and end of lesson 4 and an ongoing observational checklist teacher conducted during lessons.
Both were summative and formative in nature. The use of Plicker in the classroom engages student’s attention and allows for immediate collection of answers as well as leaves room for immediate feedback to students. Students are also unable to cheat. Similarly, Whitebread (2009) argues that the use of observational tools such as a checklist permit teacher to make valid judgement about a child's meta-cognitive and self regulatory abilities and is a great assessment tool.
Therefore both were used to ensure that the teacher gathered correct information that delineated student understanding of content being taught. As well as a measure to pinpoint at risk students and those students who may needed more scaffolding and teacher aid.
References
Klopfer, E., & Yoon, S. (2004). Developing games and simulations for today and tomorrow’s tech savvy youth. TechTrends, 49(3), 33-41.
Krathwohl, D. (2002). A Revision of Bloom's Taxonomy: An Overview. Theory Into Practice, 41(4), 212-218. doi:10.1207/s15430421tip4104_2
Pan, Z., Cheok, A. D., Yang, H., Zhu, J., & Shi, J. (2006). Virtual reality and mixed reality for virtual learning environments. Computers & Graphics, 30(1), 20-28.
Whitebread, D., Coltman, P., Pasternak, D. P., Sangster, C., Grau, V., Bingham, S., ... & Demetriou, D. (2009). The development of two observational tools for assessing metacognition and self-regulated learning in young children. Metacognition and Learning, 4(1), 63-85.
Yuen, S., Yaoyuneyong, G., & Johnson, E. (2011). Augmented reality: An overview and five directions for AR in education. Journal of Educational Technology Development and Exchange, 4(1), 119-140.
This module is based upon Geography and integrates technological domains to present content about place and environment to stage 3 students in a creative manner. It focuses on the use of Augmented Reality (AR) apps in the classroom to deliver information in a cohesive, chronological and interactive manner.
The central theme is to undergo an in-depth investigation of Africa through selected AR apps such as LayAR, ZooBurst, col AR and Leap motion. The content has been set out to cultivate creative thinking as well as enhance student geographical concepts and understanding of place and environment. The material has been scaffolded to help build a classroom environment where students are able to work to the best of their abilities, both in a technological and geographical context.
By implementing an inquiry-oriented and instructional approach during the four lessons students are given the opportunity to express their creativity whilst being engaged with the content provided. This is seen in the experiential and constructivist activities set out in the module.
For example, stage 3 is introduced to new AR technology that activates certain learning environments throughout the module. This is through the use of ZooBurst. Students were asked to make their own storybook based on Africa in the iPad and according to Anderson and Krathwohl (2001) creating is the highest form of thinking, which is argued to be a form of creativity in itself.
Moreover, the use of technology and integration of cross-curriculum outcomes (writing and geography) aid in fostering creativity and high order thinking skills as it enables students to take control of their learning and to view academic content in a new light. This further strengthens research that suggests AR in the classroom stimulates creativity and imagination due to the level of interaction and control students have over their learning (Klofper & Yoon, 2004)
Furthermore, researchers argue that AR help teach subjects such as geography and astronomy where before students could not gain real world, first – hand experience and engage and motivates students to look at material in different angles (Yuen, Yao yuneyong, & Johnson, 2011).
This can be seen in the use of leap motion in the classroom module. The app involved real life experiences and enabled students to look at the continent of Africa in 3D, explore different angles and environments using the real and virtual world and therefore create an authentic learning environment. This interaction between human and machine is seen to promote learners’ active learning ability as they interact with technology creatively (Pan et.al., 2006).
Stage 3 also express creativity in this module through investigating, colouring and drawing as well as using technology domains to express information in a different manner (can be seen in lesson plans).
Moreover, in this module there was particular focus in helping students reach expected learning outcomes set out by the curriculum. Therefore, two types of assessment tasks were put in place. This include multiple choice questions (through Plicker) in the begging of lesson 1 and end of lesson 4 and an ongoing observational checklist teacher conducted during lessons.
Both were summative and formative in nature. The use of Plicker in the classroom engages student’s attention and allows for immediate collection of answers as well as leaves room for immediate feedback to students. Students are also unable to cheat. Similarly, Whitebread (2009) argues that the use of observational tools such as a checklist permit teacher to make valid judgement about a child's meta-cognitive and self regulatory abilities and is a great assessment tool.
Therefore both were used to ensure that the teacher gathered correct information that delineated student understanding of content being taught. As well as a measure to pinpoint at risk students and those students who may needed more scaffolding and teacher aid.
References
Klopfer, E., & Yoon, S. (2004). Developing games and simulations for today and tomorrow’s tech savvy youth. TechTrends, 49(3), 33-41.
Krathwohl, D. (2002). A Revision of Bloom's Taxonomy: An Overview. Theory Into Practice, 41(4), 212-218. doi:10.1207/s15430421tip4104_2
Pan, Z., Cheok, A. D., Yang, H., Zhu, J., & Shi, J. (2006). Virtual reality and mixed reality for virtual learning environments. Computers & Graphics, 30(1), 20-28.
Whitebread, D., Coltman, P., Pasternak, D. P., Sangster, C., Grau, V., Bingham, S., ... & Demetriou, D. (2009). The development of two observational tools for assessing metacognition and self-regulated learning in young children. Metacognition and Learning, 4(1), 63-85.
Yuen, S., Yaoyuneyong, G., & Johnson, E. (2011). Augmented reality: An overview and five directions for AR in education. Journal of Educational Technology Development and Exchange, 4(1), 119-140.