This research examined the results of an exploratory case study on the use of the augmented reality (AR) platform Aurasma in the higher education science classroom. Thirty-one pre-service students, enrolled in an undergraduate science methodology course, participated in the study. Research methods included data collection of teaching reflections regarding pre-service teachers' experiences using the platform Aurasma for learning. Findings included student perceptions regarding the usability of AR in the classroom setting and insights into how the Aurasma platform facilitated inquiry and understanding of science concepts. An analysis of the data suggested that AR has the potential to positively impact classroom learning experiences including an increase in motivation and engagement, teacher enthusiasm, and the facilitation of a community of practice. However, the incorporation of AR into the classroom was not without challenges, highlighting the fact that AR may be time consuming, teachers may not have the skills needed to use such technology, or there may be a lack of infrastructure. Each topic is discussed and supported by relevant literature and excerpts from the student reflections. Recommendations are given for future classroom implementation. Keywords Augmented reality (AR) Á Science Á Pre-service teachers Á Visual literacy Á Virtual technology A New York Times (2013) editorial recently stated that today's students are simply not interested in science, technology, engineering, or math, recognized as STEM. According to Dejarnette (2012), STEM programs have become a growing priority in American schools and efforts are continuing to introduce more STEM learning into existing P-12 curricula. Yet, the impact of high-stakes testing and issues related to teacher knowledge and staff development may hinder the process (Brophy 2008). In
America's older adult population is increasing at a dramatic rate due to better health care, technology, and improved living conditions. However, as individuals 65 years and older begin to live longer and experience multiple life changes, there is a larger incidence of social isolation leading to loneliness, depression, and a general decline in health. This mixed-method study aimed to explore whether information and communication technologies, specifically iPads, improved the lives of older adults. Our findings suggest that the use of technology increased knowledge, elicited closer family ties, and led to a greater overall connection to society.
Technological innovation is an important aspect of teaching and learning in the
Executive SummaryHigher education is mandated to document student learning outcomes and ePortfolios have been offered as a panacea for assessment, evaluation, and accreditation. However, the student voice regarding the value students construct from building and utilizing web-based electronic portfolios (ePortfolios) in higher education has been sparse or non-existent in a number of disciplines. In the current study, a total of 459 undergraduate and graduate students' perceptions were collected through structured surveys, reflective journals, emails, and reflection papers. This mixed methods study reviews the historical foundations of contemporary web-based ePortfolios within a constructivist theoretical frame and presents four case studies from two universities in southwest USA from four disciplines (education, industrial technology, chemical engineering, and human resource development). A compilation of research findings from the four case studies yielded 27 categories that were later condensed through cross-case analysis resulting in five emerging themes: career-focused, big picture of learning, social and visual learning, enablers of ePortfolios, and barriers of ePortfolios. Each theme is discussed and illuminated by extracts of student work and supported by relevant literature. Recommendations include greater communication with students regarding expectations and requirements of the ePortfolio, providing student and faculty training on web-based ePortfolios, and forming a community of practice.
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