A Longitudinal and Micro-Level View of One Teacher's Technology Integration Practices: Augmented Reality in Science

• In Event: 28.090 - MTCC Roundtable Session Nine
  In Roundtable Session: 28.090-13 - Teaching and Learning in Immersive Environments

Abstract

This qualitative case study investigated one science teacher’s reflection on design practices as she integrated augmented reality (AR) technology into her biology curriculum, providing the less-investigated teacher’s perspective on AR integration. The Technological Pedagogical Content Knowledge (TPACK) framework and Turn-around Technology Integration Pedagogy Planning (TTIPP) model (Authors, 2019) were adopted to guide the longitudinal and micro-level examination of this teacher’s technology integration practices. Gathering teacher interviews, reflection notes, lesson plans and student feedback across ten weeks, our analysis identified two iterations of instructional analysis, design, implementation, and revisions, the findings revealed how the teacher developed AR technical skills, redesigned instructional content representations with AR, changed from a didactic to inquiry-based pedagogy, and showcased the entwined development of TPACK dimensions.

Authors

• Hsiao-Ping Hsu, The University of Texas at Austin

• Yin Hong Cheah, The University of Texas at Austin

• Joan E. Hughes, The University of Texas at Austin