Modeling Augmented Reality Games with Preservice Elementary and Secondary Science Teachers
Erin Peters Burton, Wendy Frazier, Leonard Annetta, Richard Lamb, Rebecca Cheng, Margaret Chmiel, George Mason University, United States
Journal of Technology and Teacher Education Volume 19, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Cell phones are ever-present in daily life, yet vastly underused in the formal science classroom. The purpose of this study was to implement a novel learning tool on cell phones, Augmented Reality Games, and determine how the interaction influenced preservice teachers’ content knowledge and self-efficacy of cell phone use in schools. Results show a significant gain both elementary and secondary preservice teachers in content knowledge and self-efficacy of cell phone use in schools. Qualitative results demonstrated the ability of the preservice teachers to not only adopt this technology for the classroom, but illustrated their ability to create new learning experiences for their students beyond the model.
Peters Burton, E., Frazier, W., Annetta, L., Lamb, R., Cheng, R. & Chmiel, M. (2011). Modeling Augmented Reality Games with Preservice Elementary and Secondary Science Teachers. Journal of Technology and Teacher Education, 19(3), 303-329. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2011 Society for Information Technology & Teacher Education
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Building Reflective Practice Through an Online Diversity Simulation in an Undergraduate Teacher Education Program
Jamie Manburg, Rashid Moore, David Griffin & Marvin Seperson, Nova Southeastern University, United States
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 1 (March 2017) pp. 128–153
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