Going Below and Beyond the Surface of a Floodwall Mural: Learning Technology and Inquiry Through an Augmented Reality Project Based Lesson
Abstract: This qualitative case study presents the results of research on teacher candidates use of Augmented Reality (AR) to complete a Project Based Learning (PBL) experience, learning both the PBL approach and AR tools in tandem. The paper reviews current literature relating to the use of augmented reality in the social studies classroom and social studies methods technology integration in the classroom to develop a foundation for its investigation before reporting on the completed project itself. Students were challenged to take control and complete the project with little input from the professor, who turned full ownership of the product over to the students. The study presents findings relating to the development of both a PBL and AR mindset, students understandings of course and purpose and the use of technology in classrooms overall.
Presider: Aaron Charles Bruewer, University of the District of Columbia