Virtual Reality (VR) is increasingly becoming an accessible tool that allows users to integrate themselves into computer-generated environments. While VR is predominately used in video game settings, it is also becoming a valuable type of educational technology. After reviewing the many different educational/school-focused VR products offered and taking into account the wide discrepancy in pricing, I would be inclined to explore the Google Cardboard VR as an option for purchase within my school setting.
Google Cardboard VR is a cost-effective virtual reality platform that can be used in the classroom to enhance students’ learning experiences. It allows students to immerse themselves in virtual environments and interact with educational content in a way that has the potential of being more engaging and memorable than traditional methods. Virtual reality can be used throughout the curriculum in a number of different ways. In my own Primary classroom, I could take the students on virtual field trips to view various structures around the world in Science, explore many communities in Canada and around the world in Social Studies, go to art exhibits and reflect on famous pieces of artwork in Visual Art, and even visit the cities discussed in the Bible in Religion. Google Cardboard VR has various apps that it can work with, as well as programs that students may already be familiar with, such as Google Maps.
The SAMR model could be used to evaluate the use of VR in the classroom and outline some entry points for teachers with varying experience. Learning tasks involving watching videos or going on virtual field trips would fall within the Substitution/Augmentation categories, as these events could otherwise be completed in a similar way on a computer. However, tasks that involve having students create things or interact with each other in a virtual environment would provide learning opportunities in new ways, thus falling more within the transformation categories of Modification/Redefinition.
While the Google Cardboard VR is cost effective (ranging from $11-$55 per headset), there is one main downfall of this technology (Google Cardboard, “Get Your Cardboard”). The downfall is that you have to supply the device that runs the applications within the VR headset. This would mean that the students would have to provide their own iPhone/Android or the school would have to have access to a set of cell phones. One way to overcome this issue would be to have donations of old devices that could be used specifically for the Google Cardboard VR (I know a few people, including myself, that have an old iPhone in a drawer that is not being used anymore).
This past year has come with a great deal of professional learning. As I navigated through my first year as a permanent teacher, I made an effort to try new things, get uncomfortable in my teaching, and integrate more technology into my teaching practice. Little did I know that COVID-19 was right around the corner, waiting to make everyone in education try new things, get uncomfortable, and use more technology. By taking the Additional Qualification course Integration of Information and Computer Technology in the Classroom Part 2, I was able to reflect on how I responded to Distance Learning, while also preparing myself for the unknown teaching climate of the near future.
A significant topic explored in the course was that of the SAMR Model. This model outlines the depth of technology integration throughout the learning opportunities provided to our students. While the purpose of this model is not to force educators to teach primarily in the Redefinition stage, it does provide a framework in which we can reflect on our own current usage of technology while thinking critically about how we can improve.
This model also sparked some good discussions on Twitter. Some fellow educators were not so keen on the use of the model, as some schools were beginning to use it as an evaluation criteria for their staff. Others were concerned over education apps/programs being categorized into the SAMR model. Both of these situations were not the intent of the model, nor the takeaway message that I gather from learning about the model. I find that this model challenged me to analyze how I have been using technology in the classroom, made me evaluate ways in which I can take the learning opportunities further, and think about how I can foster further innovation from my students. At the end of the day, reflection on our professional practice and the learning opportunities that we provide to our students is the goal, and the SAMR model provides one opportunity for just that.
Throughout the IICT Part 2 course, we were asked to analyze, utilize, and evaluate many different tech tools. This in and of itself was a very beneficial moment of learning for me. I often find that I’ve read about or have seen other educators using different digital tools, but it takes me some time to actually take the jump and try it myself. One way that this course has helped me to branch out of my comfort zone was seeing my instructor practice what he preached! He regularly used the program Loom to provide personal and detailed feedback on the various course work that we completed. This not only made it much more engaging than a written post, but it also provided direct visuals and examples from our course colleagues.
One way that I was able to integrate this practice into my own assignment was by using Loom to record a tutorial on how to use Tour Creator – Google VR. I had recently used this program and was prepared to write up a tutorial about how to use it, but after seeing my instructor regularly use Loom, it made much more sense to record a video tutorial. I feel as though this video tutorial was easier to follow than a written set of instructions, and it provided real-time images that would have otherwise been screenshots in a document. Beyond this assignment, I feel more comfortable using Loom and/or other screen recording softwares in my teaching instruction, especially if we return to Distance Learning. Take a peek at my tutorial for Tour Creator – Google VR below:
As partners in education, our course colleagues were able to connect and discuss many topics related to the integration of technology in the classroom. I have begun following and communicating with others on Twitter, adding them to my continually growing PLN. Through Twitter, visiting their blogs, and participating in online discussions, I have been able to see and read about many examples of ways in which technology can be used in the classroom. Above all else, this has been a significant takeaway for me, as I am not equipped with numerous ideas and activities that I can implement throughout the school year.
We were also able to connect digitally on a Google Meet! In this meeting, we were able to share our learning experiences from the various MOOCs (Massive Open Online Courses) that we attended. Not only was this beneficial in learning from others about their takeaways from the courses, but it also taught us about the many MOOC providers around the world. Not only are many of the courses free of charge, but some are live, others are posted after the live session, some are short and quick, others have modules that span over a few weeks… The learning opportunities are essentially in our hands and we are able to pick and choose a topic and a platform that best suits us! There is a wealth of learning available through MOOCs and PLNs, and I am excited to continue my self-directed education as I continue “learning about learning”.
One of the next steps that I hope to take to further explore my interests in technology is building upon cross-curricular ways to integrate robotics/coding into teaching practice. Sometimes, as these types of activities are typically brand new for the students coming into my Primary class, there is a lot of time spent on coding as a separate entity. My goal is to move past using “coding to code”, and finding ways in which it can be so ingrained in our learning that the focus moves towards a deeper outcome. This would allow students to continue developing their coding skills, while also connecting it to other curriculum areas (e.g., angles in Math, story animation in Language, environmental innovations in Science, etc.). This learning curve for students could be shortened by encouraging other teachers to use coding in their teaching practice and helping to guide them in their own professional learning. Students would then come to my class knowing the basics so that we can spend more time on the deeper learning tasks.
My hope is that through my professional learning gained in the Integration of Information and Computer Technology in the Classroom Part 2 Additional Qualification course, coupled with my passion for teaching with technology, I am able to further my student’s abilities to use technology effectively and efficiently in their own lives. I mean, that’s the goal of any of this, right? As an educator, I hope to provide my students with the knowledge and skills required to be the best person and member of society as they can be. In order for me to do so effectively, I must continue my own lifelong learning, gaining new insights and strategies that will directly benefit my students. And that’s just what I’ll do!