Integrating augmented reality for learning: working with pre-service teachers

Younglong Kim, Katherine Curry
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引用次数: 1

Abstract

The purpose of this manuscript is to describe a scaffolded learning project for Pre-Service Teachers (PSTs) to develop and integrate Augmented Reality (AR) technology into their classroom instruction. The project was an assignment in a course, Applications of Educational Technologies, primarily for junior and senior undergraduate students in a state university in the Midwest. The ADDIE instructional design model - Analyse, Design, Develop, Implement and Evaluate - was used as a theoretical framework to guide the project. The paper takes a reflective approach to share instructor experience of working with PSTs through the project to develop an AR-integrated lesson. The paper introduces AR as a classroom learning tool and provides detailed descriptions regarding how the instructor worked with PSTs through this project. Finally, the paper concludes with instructor's reflections including lessons learned, suggestions for integrating AR assignments into PST training, and recommended strategies to enhance similar projects working with PSTs.
整合增强现实学习:与职前教师合作
本文的目的是为职前教师(pst)描述一个脚手架学习项目,以开发和整合增强现实(AR)技术到他们的课堂教学中。这个项目是一门名为“教育技术应用”的课程的作业,主要针对中西部一所州立大学的大三和大四本科生。ADDIE教学设计模型——分析、设计、开发、实施和评估——被用作指导项目的理论框架。本文采用一种反思的方法,分享教师通过项目开发ar集成课程与pst合作的经验。本文介绍了AR作为一种课堂学习工具,并详细描述了教师如何通过该项目与pst合作。最后,论文总结了讲师的反思,包括吸取的教训,将AR作业纳入PST培训的建议,以及加强与PST合作的类似项目的建议策略。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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