Week 10: Virtual Reality

Virtual Reality and K-12 Education
Virtual reality is often associated with video gaming and science fiction, but its applications have increased in specific areas of education over the past few years. For the most part their use has been limited to the medical and aeronautical fields, but they are beginning to edge their way into other areas. Research is currently being done to investigate the effectiveness of VR in the present school curriculum. This is being done to integrate the learning environment of the school with the everyday environment of our students. It would allow students to experiment with ideas without experiencing real world repercussions. Students would learn by doing (Dickey, 2005)

The current educational setting in most schools is based on a traditional format which is primarily lecture based. Students sit idly by as teachers initiate a new idea or concept with no possibility of allowing the student to engage in a more meaningful understanding. Virtual reality gives students the opportunity to explore new concepts which would allow them to develop a deeper meaning of how something is used or applied (Sykes, 1999). It would individualize a students learning environment by allowing them to branch out into their area of interest and become a part of what they are learning.

Schools would no longer have boundaries. Things like the solar system, dinosaurs, and earthquakes could be investigated and explored by students in new ways. The learning environment would be focused on discovery, and teachers would be the guides or facilitators of the students. Learning would be diverse and self-paced. It would be hands-on, and students with disabilities could have many of the same opportunities as those without disabilities. Lessons could extend themselves beyond the basic understanding of a concept for those students that are able to move ahead, and the only restriction would be the imagination of the student.

That being said, there are a number of main concerns surrounding the use of virtual reality in the education practice. One is the idea of immersion illness where students become addicted to the virtual world, and they alienate themselves from the real-world. This has not been a large problem as of yet because of our limited audio and visual developments, but it is a possibility as we see kids that are engrossed in the video gaming world. Another area of concern is the time factor; the creation of these environments takes time which is already limited, and until, the complexity of developing these technologies is reduced time limits will continue to be a roadblock.

Technical support and compatibility are also key factors in implementing these technologies in the classroom. A schools available computer lab can sometimes be used, but the cost of the additional hardware and software needed for the virtual environment is quite expensive. Also, the cost of training technical support personnel and staff in its use is a main concern. With the bang for buck ideology of school districts, it would be a difficult task to implement virtual reality into any school district.

It is easy to get caught up in how and where to implement virtual reality and other cutting edge technologies in the classroom. But, the reality is time and money will be the two main factors which restrict the implementation of anything new into our education system, and until, they are improved things will remain the same.




References:
Dickey, M. (2005, January 1). Brave New (Interactive) Worlds: A Review of the Design Affordances and Constraints of Two 3D Virtual Worlds as Interactive Learning Environments. Interactive Learning Environments, 13, 121-137. (ERIC Document Reproduction Service No. EJ719398) Retrieved November 26, 2008, from ERIC database.

Sykes, W., & Reid, R. (1999, February). Virtual Reality In Schools: The Ultimate Educational Technology. THE Journal, 26(7), 61. Retrieved November 26, 2008, from Academic Search Premier database.

Week 9: Teachers and Technology

What do teachers need to know about technology?

Teachers need to have a basic understanding of how to operate the current technology within there district. They should also seek professional development and training to become proficient in these technologies. The knowledge of how to implement these technologies into their lessons should also be a goal of educators. By gaining an understanding of new technologies, students will be more engaged in the content, and it will help teachers in addressing the different learning styles. They should also become competent in the technologies used by their students. These would enhance the development of curriculum, and it would make concepts relevant to the students in their everyday lives.

In attempting to achieve these goals, a needs assessment should be done to appraise the current knowledge base of the personnel. The needs assessment will give an evaluation of teachers current technology capabilities, and it will also provide a look at what steps need to be taken to reach the goals of the district. This will provide an indication of the limitations and competence level of the staff as well as identify what professional development needs to be implemented. From there, a technology plan can be developed which best meets the needs of the district.

Week 8: Evaluating the Web

How to find quality information on the web?

This is one of the major questions involving the web. It is one of the fundamental building blocks in developing learners that are information literate. Without information literacy skills, students will be faced with an overwhelming amount of information and no means of separating what is good from what is bad. This transition we have made into the digital world involving research has meant that new ways of thinking need to be developed, and new criteria for evaluating this material must be implemented. Resources need to be examined for distortion or oversimplification as well as determining fact from fiction (Woolls, 2004). There are a number of criteria that should be considered in determining the quality of information. Since there are no required standards for posting information, one must consider the author of the information and whether or not he has a bias or agenda for its posting. The accuracy of the information must also be considered as well as the currency. Without the skills needed to filter information, students and other online users take the fact that it is on the web to mean it is of quality. The importance of developing a problem solving strategy to sift through web based information is vital in developing competent users of the internet.

The criteria used in determining the quality of a resource from the web includes an investigation into its source. One should start their investigation by first researching the credibility of the author. First of all, can the author be determined. Is there any contact information? Does the author provide qualifications or credentials for his statement? Does he have any affiliations with organizations? Next involves the objectivity of the information. Does the author have a bias or agenda? Do they indicate their goal? Accuracy is another area that must be given consideration. What is the purpose for providing the information? How current is the information? These are just a few of the questions students must ask themselves when determining the quality of a piece of information from the web. With the prominence of the internet, these skills need to be developed at a young age, and as the presentation of information continuously evolves, these skills must evolve (Bell, 2008). If the student develops these necessary skills, they can take control of their learning, and they can become a self-directed and responsible learner.

Next, where do you find the needed information to determine the quality of web based materials? It starts with determining the origin or author of the information. The most common place to find the author’s name is at the bottom or top of the post. After determining the author’s name, one should review his credentials. This can be done by finding the author’s homepage. On the author’s website, one can research what organizations with whom the author is associated. These could include universities, colleges, research institutions, or other professional organizations. Searching for other research articles by the same author is another method to check out the author’s credentials. In looking at the objectivity, one needs to look for any bias or agenda on the author’s part. This would include looking at the reason for the information. One needs to read the preface or introduction to see if the author’s goals are stated. Check to see if the author’s organizations and affiliations viewpoints are stated in the message. Validity is another key factor in determining the objectivity. This would include reviewing the author’s viewpoint to make sure the author’s assumptions and conclusions are reasonable. Look at the quality of the work. Does it have any grammatical or spelling errors? Verify the facts and statistics to determine their reliability. Currency is another key quality in determining the quality of the resource. The publication or copyright date should be current, or it should have a revised date. Another overlooked area of quality is in determining relevance. When reviewing research, one needs to ensure the content is appropriate for their research question or assignment. With the move to an active technology-rich learning environment, acquiring these skills will be essential in developing lifelong learners (American Association of School Librarians & Association for Educational Communications and Technology, 1998).

Information problem solving is becoming a staple in producing 21st century learners. Two of the best methods used in improving student’s abilities in finding, processing, and using quality information have been the Super3 and Big6 strategies. These two strategies integrate research and technology skills into a systematic approach at finding and using quality information. The Super3 is broken down into three courses of action for younger students: 1) plan a course of action to complete the task, 2) do the research by gathering precise and accurate information, and 3) review the work and reflect on the process to ensure the task has been completed. The Big6 includes: 1) identifying the problem and information needed, 2) determine what resources are needed to complete the task, 3) find reliable resources, 4) use relevant information, 5) present and organize the information, and 6) reflect on the product and processes (Robinson, 2008). Implementing these methods will produce learners that can inform themselves with accurate, current, and reliable information.

With the expanding availability of information from all over the world, the ability to evaluate informational resources is fundamental in developing today’s learners. Information found on the web is different in that print materials for the most part have been through an evaluation process before going to print (Kirk, 1996). Students must think differently in performing research. It is no longer enough to research a topic. Now, we must also consider the quality of the information being found. The burden has been placed on the reader to evaluate their resources. With the web’s free access, learners must begin to think critically and develop good problem solving strategies when evaluating its contents.











References

American Association of School Librarians & Association for Educational
Communications and Technology. (1998). Information power: Building partnerships for learning. Chicago: American Library Association.

Bell, C. (2008). Critical evaluation of information sources. Retrieved October 30, 2008,
http://libweb.uoregon.edu/guides/findarticles/credibility.html

Kirk, E. E. (1996). Evaluating information found on the internet. Retrieved October 31,
2008, http://www.library.jhu.edu/researchhelp/general/evalating/

Robinson, L.E. (2008, October). EARLY LEARNERS. (Cover story). Library Media
Connection, 27(2), 10-11. Retrieved October 30, 2008 from Academic Search Premier database.

Woolls, B. (2004). The school library media manager (3rd ed.). Westport, CT: Libraries
Unlimited.







Don Bates