Alien Contact!: Exploring Teacher Implementation of an Augmented Reality Curricular Unit

Autor/in	Mitchell, Rebecca
Titel	Alien Contact!: Exploring Teacher Implementation of an Augmented Reality Curricular Unit
Quelle	In: Journal of Computers in Mathematics and Science Teaching, 30 (2011) 3, S.271-302 (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9258
Schlagwörter	Mathematics Curriculum; Curriculum Development; Middle School Teachers; Middle School Students; Educational Games; Classroom Research; Journal Writing; Units of Study; Curriculum Implementation; Urban Schools; Mathematical Concepts; Handheld Devices; Educational Technology; Computer Simulation; Simulated Environment; Instructional Effectiveness; Comparative Analysis; Experimental Groups; Control Groups; Interviews; Case Studies; Transcripts (Written Records); Observation + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Educational game; Lernspiel; Zeitschriftenaufsatz; Lerneinheit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Unterrichtsmedien; Computergrafik; Computersimulation; Künstliche Umwelt; Unterrichtserfolg; Interviewing; Interviewtechnik; Case study; Fallstudie; Case Study; Beobachtung
Abstract	This paper reports on findings from a five-teacher, exploratory case study, critically observing their implementation of a technology-intensive, augmented reality (AR) mathematics curriculum unit, along with its paper-based control. The unit itself was intended to promote multiple proportional-reasoning strategies with urban, public, middle school students. The researcher used lesson transcripts, observation field notes, and teacher electronic journals, along with pre-/post-interviews and pre-observations to examine differences in implementation between the AR and Control versions of the unit. The author observed less mathematical substance and more adaptations to structure and quality during the AR implementations. In addition to uncovering some significant limitations with AR as it is currently utilized, this study also addresses gaps in the technology literature. Criticism of technology literature includes the fact that it does not consider the effects of teacher and curricular factors on technology-based curricular interventions. By closely examining the implementation of one augmented-reality based, mathematics curriculum, this research provides insights about how and why such curricula become transformed in the classroom. (Contains 3 footnotes, 8 tables, and 6 figures.) (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10