"Educators are constantly challenged to find ways to keep kids' attention in class when, outside of school, their world is full of all kinds of highly compelling and visually stimulating media." - Jeff CrewsI am awakened by the awesome array of augmented reality, virtual reality, and MUVE tools and their potential for increased student engagement. The lyrics to Harold Melvin and the Blue Notes' well-known song, Wake Up Everybody immediately came to mind: "Wake up all you teachers, time to teach a new way. Maybe then they'll listen to what you have to say. They're the ones whose coming up and the world is in their hands. When you teach the children teach them the very best you can." Virtual environment tools are engaging because they provide an immersive experience that takes students beyond the walls of the classroom without leaving their seats. In addition, Virtual Worlds and Augmented Realities support formal and informal learning experiences that were once difficult to achieve due to budgetary constraints or other barriers. According to Dede, Augmented Reality (AR) allows students carrying mobile wireless devices, through real-world contexts, to interact with virtual information, visualizations, and simulations superimposed on physical landscapes. (2019). Metaverse. is one example of an AR tool. I learned about this intriguing app after reading "Create Magic in Your Classroom" (2017). Metavese uses the camera inside a digital device such as your tablet or smart phone to augment reality with images of floating objects or characters. The user can interact with the images in a question-answer format. Think of the wildly popular, Pokemon Go! app. However, you'll want to choose standards-based questions and pair them with 2-D or 3-D characters and objects for use in the classroom. I have included my exploration of the Metaverse app here: To further support the use of Virtual Reality tools in the classroom, Pilgram explores how VR may provide a way to support students through visual and experiential scaffolding (2016). In the article, they explore how VR may be used to build prior knowledge about a topic to increase understanding before the text is read. This is critical for students with limited vocabulary, such as ESL students. Multi-User Virtual Environments or MUVE, are highly engaging and have tremendous potential to turn the traditional classroom on its head. Students are familiar with MUVE because of the insanely popular game, Fortnite. Imagine bringing MUVE technology into the classroom and using it to teach content. Harvard Graduate School of Education did just that when they created ecoMUVE. In ecoMUVE students explore casual patterns in pond and forest environments. Players select an avatar before becoming immersed in the virtual ecosystems where they collect data and collaborate with other players to solve problems that arise in the simulated world. ecoMUVE encapsulates the 4Cs by providing a platform for students to think outside the box to solve real-world problems in a collaborative space. ecoMuve deserves a deeper look. Try it out by following this link: https://ecolearn.gse.harvard.edu/ecoMUVE/overview.php The Great Divide: Providing Equitable Access to TechnologyDigital equity is defined as equal access and opportunity to digital tools, resources and services to increase digital knowledge, skills and awareness (Holz, 2018). The digital divide does exist in my school and in my district. It is a complex issue that needs creative solutions. In a recent Atlanta Journal Constitution article about the digital divide in local schools, it was reported that Cobb County Schools officials repeatedly declined to answer questions about technology access. However, the following written statement from CCSD was printed: "students have access to print resources at school and home along with the ability to use school computers" (McCray, 2018). Being a teacher in a Title One school requires creative, collaborative problem solving of issues regarding access to resources including technological resources. With that said, we have made strides to increase student access to digital devices, but we have a ways to go especially with addressing student access to hardware and the internet beyond the physical school. Here are a few examples of how we've tried to tackle the divide:
References:
Crews, J. (2018, December 27). Five Ways Teachers Can Use-and Create-Augmented Reality Experiences - EdSurge News. Retrieved from https://www.edsurge.com/news/2018-01-22-five-ways-teachers-can-use-and-create-augmented-reality-experiences. Dede, C., Dede, C., Wirth, T. E., & Harvard Graduate School of Education. (2019, June 5). 21st Century Students Crave Deeper Learning. Retrieved from https://edtechmagazine.com/k12/article/2015/06/21st-century-students-crave-deeper-learning. GoMeta Inc. (2018, October 24). Create Magic in your Classroom. Retrieved from https://medium.com/metaverseapp/you-can-create-magic-in-the-classroom-951d068f365c. Holz, S. (2018, February 20). Digital Divide 2.0: a few facts and figures. Retrieved from https://blog.neolms.com/digital-divide-2-0-a-few-facts-and-figures/. McCray, V. (2018, September 18). Metro Atlanta schools address 'digital divide'. Retrieved from https://www.ajc.com/news/local-education/metro-schools-address-digital-divide/IryLDAknFxIQwFfEgvdu3K/. Pilgrim, J.M. & Pilgrim, J. (2016). The use of virtual reality tools in the reading-language arts classroom. Retrieved from https://files.eric.ed.gov/fulltext/EJ1121641.pdf.
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November 2019
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