RSA#2: Reality Check: Augmented Reality for School Libraries

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To combine the study of inquiry based learning and augmented reality makes sense for 21^st century teachers who are trying to foster problem solving skills necessary to create people who will find success in the work force.  Teachers who drive instruction using inquiry based learning create situations where students collaboratively consider questions in order to solve problems and also gain an understanding of many subject areas (Stephenson, n.d.). Encouraging the use of augmented reality provides a tool for students to gain understanding while “experiencing” their topic of study.

Kang and Tang define augmented reality as “a newly developed computer application and interaction technology.”  They also spell out the differences between virtual reality (VR) and augmented reality (AR) by explaining that VR places users in a virtual state causing a sense of immersion versus the use of graphics and text to augment an experience. The use of AR in education offers students the opportunity to make observations using graphics and receive supplementary information through text. Because AR provides visual support using graphics and text, it is a helpful tool for students of various learning styles.

Green, Lea, and McNair (2014) describe AR as a tool that can be used to address different learning styles.  Through the use of AR, students are able to actively explore bigger questions while accessing artifacts and information that further understanding. Augmented reality apps require users to physically manipulate devices such as tablets and cellular phones to discover embedded information which can stimulate learners kinesthetically, whereas the AR graphics provide a good way for visual learners to receive information (Green, Lea, & McNair, 2014, p. 30).

The authors also address the “neomillennial learning style” which is a learning style that describes learners that have had the ability to access information from multiple sources on a constant basis (Green, Lea, & McNair, 2014, p. 30).  These learners are characterized by “active learning based on real experiences, simulated experiences, or a blending of both,” (Green, Lea, & McNair, 2014, p. 30).  By introducing augmented reality to students in an inquiry based learning environment, teachers can effectively address the learning styles of students who have grown up using technology to access information while offering the opportunity for students to drive their path of learning while experiencing virtual situations.

The use of augmented reality will become a valuable tool that can be used in classrooms where access to technology is available while background knowledge and experiences may be lacking among some student populations.  To have a student explore a topic involving experiences beyond their accessibility due to financial or time restraints can be difficult.  Sharing a textbook or Google image had been options that provided some background knowledge, however the use of augmented reality will offer the chance to take a virtual field trip to view and explore sites and objects that had previously been experienced in only two dimensions.

Fortunately there are many websites that offer easy access to suggestions for the use of AR in classrooms as well as the ability to create your own augmented realities.  The Educational Technology and Mobile Learning site lists accessible apps and games that can be used in classrooms to enhance learning experiences.  By combining the technology available in classrooms with online resources, teachers can offer students the opportunity to expand their understanding of many topics of study. 

References

Educational Technology and Mobile Learning. (2014). 20 ways to use augmented reality in education. Retrieved from http://www.educatorstechnology.com/2013/06/20-ways-to-use-augmented-reality-in.html.

Green, M., Lea, J. H., & McNair, C.L. (2014). Reality check augmented reality for

school libraries. Teacher Librarian, 41(5), 28-34. 

Kang, F. & Tang, C. (2014). The application of augmented reality technology in teaching education. Journal of Chemical and Pharmaceutical Research, 6(5), 1446-1449.

Stephenson, N. (n.d.). Introduction to inquiry based learning. [Blog post]. Retrieved from  http://www.teachinquiry.com/index/Introduction.html