ANG AKADEMIKONG PAGSULAT O INTELEKTUWAL NA PAGSULAT ay isa itong uri ng

pagsulat na kailangan ang mataas na antas ng pag-iisip dahil naglalaman ito ng mahahalagang
impormasyon at ebidensya. katulad na lamang ng report, kritikal na sanaysay, term paper,
eksperimento at iba pa.

Siyempre un ang aalamin mo sa mga estudyante

Ano mga ginagamit nila…

AUGMENT REALITY bumuo ng karagdagang katotohanan sa pamamagitan ng teknolohiya

Augmented Reality: Good for Schools?

Heidi Larson specializes in virtual education, online collaboration, educational technology, and
professional development. For over 10 years, she has advanced the efforts of EDC initiatives in
these and other key aspects of education reform. Heidi is the State Outreach and Cross-
REL/Technical Assistance Coordinator for the Regional Educational Laboratory Northeast and
Islands at EDC and the Ed Tech Community of Practice lead for the Investing in Innovation (i3)
Fund grantees. She is also part of a team that is developing online instructional modules about
the use of social media in growing a business for EDC’s Social Technology Enabled
Professional program. One of Heidi’s interests is how mobile technology and social media can
benefit teaching and learning for educators and administrators, as well as students. In this post,
she discusses the potential role of augmented reality in schools and shares findings from one of
her investigations.

The group of adults walked up the street, cell phones in hand. A normal sight on a busy
city sidewalk, yes, except that they weren’t just carrying these phones, or even talking on them.
They were holding them in the air, rotating them in a circular fashion, and then setting off in one
direction or another, talking excitedly. Why would these teachers, administrators, and nonprofit
execs be acting so strangely in the heart of Washington, DC? They were participating in an
Augmented Reality (AR) experience at the Consortium for School Networking (CoSN)
Conference.

What is AR? Just like what it sounds: augmenting what you see in the “real world” with
additional information, presented digitally. The point of mobile AR—using your mobile device
to augment your experience—is not to immerse participants in a screen, as is the case with many
video games, but to give them a heightened sense of their surroundings. Some AR experiences,
like this one, use GPS locations to “trigger” the augmentation, yet others overlay AR over an
image, word, or bar code.

With guidance from myself, Harvard’s Chris Dede, and Matt Dunleavy, CEO of
FreshAIR—the AR platform donated for this use—Andrea Flores, Matt Riecken, and Andy
Hyde, three Harvard Graduate School of Education students, developed the Washington AR
experience. Together, the students and I explored the benefit and challenges of AR for teachers,
chief technology officers (CTOs), and students. We sought to address the following questions:
  How much time, effort, and support is needed to produce a quality AR experience?
 Could creating a quality AR experience fit in with a busy teacher’s or CTO’s schedule?
 Could AR provide an engaging, yet educational platform for students?
 What types of content could be taught with AR?
 Would this be a project that students themselves could create around a particular theme?

After the Washington AR experience, we gathered for a debriefing session with the
participants. We learned that AR could most definitely be used in classrooms for a variety of
topics in many ways, using complex to simple formats. Our experience was a history lesson, but
we could have developed an AR experience for science—such as the ecoMOBILE site on using
AR to teach pond ecology—for reading comprehension or mathematics, or social studies. For
reading or mathematics, imagine projecting a background or teacher’s supporting video over
certain pages of a book. For social studies, how about augmenting the local town hall—or a town
hall set—and having students take on the roles of voter, tax payer, mayor?

The participants and our development team agreed that creating AR could be a truly
engaging way for students to study a topic in depth, work in teams, and teach each other. As for
teachers and CTOs? The challenge to creating an AR experience like ours is that it took many
hours to conceive and build, test, and revise. However, once created, the experience could be re-
used or modified from one year to the next. Teachers could work together, supported by a CTO,
to build a collection of AR experiences. Also, not all AR takes this much time to produce. There
are simple versions available, such as the Aurasma apps, that can make your vocabulary word
wall, picture book, poster presentation, or pictures of your students talk and show images or
video in minutes. The options are virtually limitless and well worth exploring. Questions? Feel
free to contact me.

 View slides from the team’s CoSN Conference presentation and from Heidi’s
presentation on how to use mobile learning to extend ESL education beyond the
classroom.
 Check out slides from Heidi and Chris Dede’s presentation, “Opportunities in
Instructional Design: Social Media and Mobile Learning.”
 Explore our Technology and Learning work.

Education Development Center, Inc. (EDC) is an international nonprofit organization that

designs, implements, and evaluates programs to improve education, health, and economic
opportunity worldwide.© 2012-2017 Education Development Center, Inc. All Rights Reserved.