1. Landforms: Integrating Technology into Earth Science
Presented by
Dr. Christine Purkiss
Dr. Charlene Bustos
Angelo State University

2. Technology Integration
Why Integrate?
Time to teach everything
Because of state standardized testing
Connect K-5 learning to real world
Need for technology to be integrated
Understanding that technology is a tool
Foundation of technology to enhance learning
Common state standards in K-5 science and geography with regard to Landforms

3. Technology Augmented Reality
an enhanced version of reality created by the use of technology to overlay digital information on an image of something being viewed through a device (such as a smartphone camera)
“Allows computer-generated virtual imagery information to be overlaid onto a live direct or indirect real-world environment in real time.” ***
“Augmented reality refers to technologies that project digital materials onto real world objects.”****
*** Lee, K. (2012)
**** Cuendet et.al (2013)

4. Aurasma Free APP – used with mobile device or iPad www.aurasma.com
Uses “Aura’s” or virtual imagery overlay
Used in education and business
Accessible
Easy to use

5. Landforms Project Integrate Geography and Science
Knowledge is not isolated
“True learning requires experience”**
Natural Integration – enhanced by Integrating technology
Lesson Plan – using the 5E Model
Will be taught during field experiences
Working in small groups or by themselves - teaming
Had to produce the end student product – use as a model during teaching
Had to integrate the use of technology and be able to teach it
Add to teacher repertoire
**Perez-Lopez, et al.

6. Landforms Project Using Aurasma Created class channel
Students downloaded the APP or used class iPads
Had students explore Aurasma through examples
Used to scaffold their learning
Created a simple Aura to introduce themselves
Researched landforms
Made lesson planning decisions
5th E – Elaboration – needed to integrate AR into a final student product
Methods students had to make a model of the final product

10. Outcomes Pre During Scared - didn’t know the technology
Awestruck when they saw the examples and what it was.
During
Using it for the first time to make their introductions – light bulbs went on, it can be done.
Realizing they would have to teach the students at some point how to use/do Aurasma
Realized how easy it was – although very techie
The model they made helped them understand the content better

11. Outcomes Post Product solidified their own learning
Gets easier with practice
Useful and engaged 4th and 6th grade learners
Makes connections between words and pictures
Great tool for English Language Learners
Will use again
Different form of teaching
Has potential but initially overwhelming
More appropriate for upper elementary grades and middle school
Creative way to integrate technology
21 of 29 students said they would use it in clinical teaching and in their classroom in the future

12. Here’s what Aurasma can do!

13. Ideas to use Aurasma in the classroom
Talking Word Wall
Student Presentations
Collages
Foldables
Bulletin Boards
Spoken Alternative to Writing

14. Getting started with Aurasma
Download the free APP
Open an account, use a password you will remember
Plus sign – top right, click on this to make a new Aura
Take a picture of whatever is going to be used as your Trigger – a trigger does exactly that, it triggers the overlay.
Red, yellow, green scale – need to be in the green!
Click the blue button
Find an aura from the stock library or make your own
To make your own – choose “device”
Upload from device, click. Camera – you can make a short video or take a picture or photo album
It will ask “to use” picture , click on that
Give a name or you can just press done
Position overlay, press next, name it, make it public or private
Click on Submit. You can share with friends or just click DONE.
Try it out!

15. References
Antonioli, M., Blake, C., & Sparks, K. (2014). Augmented reality applications in education. Journal of Technology Studies, 40(2), Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk. (2014). Augment reality trends in education: A systematic review of research and applications. Educational Technology & Society, 17(4), Chang, H.Y., Wu, H-K, & Hsu, Y-S. (2013). Integrating a mobile augmented reality activity to contextualize student learning of a socio-scientific issue. British Journal of Educational Technology, 44(3), E95-E99. Chiang, T.-H.-C., Yang, S.-J.-H., & Hwang, G.-J. (2014). An augmented reality-based mobile learning system to improve students’ learning achievements and motivations in natural science inquiry activities. Educational Technology & Society, 17(4), Cuendet, S., Bonnard, Q., Do-Lenh, S., & Dillenbourg, P. (2013). Designing augmented reality for the classroom. Computers & Education, 68, Dunleavy, M. (2014). Design principles for augmented reality learning. TechTrends, 58(1), Enyedy, N., Danish, J.A., Delacruz, G., & Kumar, M. (2012). Learning physics through play in an augmented reality environment. Computer-Supported Collaborative Learning, 7, Lee, K. (2012). Augmented reality in education and training. TechTrends, 56(2), Perez-Lopez, D., & Contero, M. (2013). Delivering educational multimedia contents through an augmented reality application: A case study on its impact on knowledge acquisition and retention. Turkish Online Journal of Educational Technology, 12(4), Rosenbaum, E., Klopfer, E., & Perry, J. (2007). On location learning: Authentic applied science with networked augmented realities. Journal of Science Education & Technology, 16(1),