1. Angelo State University
Landforms: Using Technology to Integrate the Learning of Geography and Earth Science in the Elementary Classroom
Presented by
Dr. Charlene Bustos
Dr. Christine Purkiss
Angelo State University

2. About Us…… Angelo State University Teacher Education Department
Texas Tech University System
6500 students
HSI – Hispanic Serving Institution
Over 100 majors/concentrations
20 masters degrees,1 doctoral
program
Teacher Education Department
Offer degrees in EC-6, EC-6 with all level SPED, 4-8 Generalist
House the Professional Education Minor for secondary teacher certification
Social Studies methods class
Science methods class

3. Technology Integration
Need for technology to be integrated into methods classes
Application of technology as a new teacher
Understanding that technology is a tool
Foundation of technology to enhance learning
No stand alone technology course any more
Common state standard in K-5 science and geography
Why Integrate?
Time to teach everything
Because of state standardized testing
Connect K-5 learning to real world

4. Landforms Project Integrate Geography and Science State standards
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.

5. 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)

6. 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

7. 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

11. Outcomes Pre During Scared - didn’t know the technology
Awe struck 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

12. 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

13. 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), Cuendet, S., Bonnard, Q., Do-Lenh, S., & Dillenbourg, P. (2013). Designing augmented reality for the classroom. Computers & Education, 68, 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), 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),