At this year’s AERA conference we are sharing our new research on the implementation of socially justice designed virtual reality lessons. We look forward to you added to this work.
Abstract:
The adoption of modern educational technology was limited by how well EdTech tools align with a teacher’s pedagogical goals for science teaching. Research on virtual reality in K-12 suggests VR has the potential to promote effective learning and promote greater engagement. Using the Technological Pedagogical Content Knowledge (TPCK) theory, we explored how different pedagogical uses of virtual reality produced different outcomes. This qualitative analysis of 45 virtual reality videos created by 9th grade Biology students revealed how individual, small group, and large group pedagogical approaches to using VR altered how students interacted with scientific ideas. The results of this study provide insights into how edtech tools achieve different goals based on teachers’ pedagogical decisions.
Slide Deck
Manuscript
