1
Expanding Technology in
the Classroom
A Closer Look at the Possibilities of Virtual Reality
Victoria Sego / Brigham Young University- Idaho / Ed 243-01
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Virtual Reality: A Game or Hidden Educational Resource?
Victoria Sego
Brigham Young University - Idaho
April 1, 2019
Ed 243-01
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Table of Contents
Cover Page………………………………………………………………………………………………………………….1
Title Page…………………………………………………………………………………………………………………….2
About the Author………………………………………………………………………………………………………..4
Abstract……………………………………………………………………………………………………………………….5
Virtual Reality: A Game or Hidden Educational Resource?..................................6-9
Resources…………………………………………………………………………………………………………………….9
Advertisement……………………………………………………………………………………………………………10
Interviews……………………………………………………………………………………………………………..11-14
Back Page…………………………………………………………………………………………………………………..15
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About the Author
Victoria Sego was born in Los Alamitos, California. Her family consists of one older sister and
four brothers. Victoria’s family has always been into athletics, so she competed on the swim team and
participated in soccer, volleyball, softball, and cheerleading
while growing up. In middle school, her family moved to
Okinawa, Japan where Victoria finished her secondary
education and graduated from Kadena High School in 2016.
Since then, Victoria has begun her bachelor’s degree in
Special Education at Brigham Young University-Idaho and
hopes to graduate in the beginning of 2021. While Victoria
enjoys her time at school, her free time usually consists of
the beach, a good book, friends and family, or exploring new
artistic abilities.
Victoria’s Outlook on Teaching:
My philosophy on teaching began when I was a little girl. I
was blessed with amazing role models growing up and in large part due to the teachers I had, I absolutely
loved school. I believe I could trace it back to the third grade when I realized that I too wanted to be a
teacher. Like those of my childhood, I honor patience and respect in my classroom. I have always been
organized by nature, so I believe that a fine-tuned classroom management plan is essential to success in
any classroom. When communication is direct and both teacher and student are on the same page, one
can be assured that instruction time is used wisely, there is a mutual respect, and an environment of
growth and love at school. The principles learned within school walls are carried far beyond them, so the
teaching of these young individuals should not be taken lightly. I feel it is a big responsibility to give
students our best every day. If we believe that we should ever produce life-long-learners from our class,
we must first become one ourselves. This attitude we portray of learning is one that will last with our
students throughout their lives. [322]
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Abstract
Life in the twenty-first century would not be the same without technology. For the past
few decades, advances in technology have skyrocketed. Individuals on opposite sides
of the world can see each other’s faces as they speak on the phone, gamers can play
their favorite video games with other real people over the internet, and almost any
information can be at the fingertips of any individual in a matter of seconds.
Technology has obviously affected home and social lives across the globe, but what
has its affect been on education?
In this article, the advancement of virtual reality is discussed and how it has pushed the
boundaries of being solely a fun past time, and become a resource in classrooms.
Putting more than the five commonly-known senses into action, Virtual Reality forms a
virtual environment that can be played in, experimented in, and educated in. It is clear to
see how this low-risk environment has affected neurosurgeons and fighter pilots, but it
has also opened doors for children learning to maneuver the world with special needs.
Individuals on the Autism spectrum have proved to take up technology very well
because it can be less intimidating and highly motivating.
Virtual reality has proved to help Autistic children ages seven and up to work on and
develop social and communication skills. A study was performed at the University of
Texas that allowed children with ASD to navigate the virtual world through a series of
ten social activities. With the help of a coach, children were able to complete these
activities with a virtual partner and afterwards children with ASD showed improvement
all across the board (Didehbani, N., Allen, T., Kandalaft, M., et al., 2016). Virtual reality
has added an entirely new dimension to special education instruction. By giving those
that need extra help socially the opportunity to practice without fear of embarrassment
or the unknown, the possibilities for their growth are endless. For this reason alone, it
would not be surprising to see the prevalence of Virtual Reality Systems in elementary
and special education classrooms continue to increase exponentially in the years to
come. [343]
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Virtual Reality:
A Game or Hidden Educational Resource?
Technology has been on the rise for the simply from the definitions of the two
last few decades and is becoming more words forming its name. Virtual,
and more prevalent in all aspects of life. meaning near, and reality, in terms of
With the advancement of the typewriter what we experience as humans, come
and computer in the twentieth century, together to mean “near-reality” (What is
classrooms began the slow shift Virtual Reality?, 2017). Everything we
towards the digital era. Today, perceive from the world around us
smartphones are held close in the hands comes through our senses. But
of students, homework can be surprisingly, our bodies have more than
completed and turned in online, and just the five senses we learn about in
smart boards provide countless elementary school science. Past touch,
interactive learning options in the sight, taste, smell, and hearing are
classroom setting. Surprisingly in the senses such as balance, hunger, and
past few years, technology has taken a time. Virtual reality works to take some
step further into the research and of these senses and present them with a
development of augmented and virtual computer-generated environment and
reality programs that can be used to situations in order for them to be
enhance the learning of upcoming explored and interacted with in a very
generations. realistic way. Even though this version
of reality really is not there, the way that
your senses are involved and enabled
make it seem as if it were.
This virtual reality becomes the
environment in which a person is
We have all heard of virtual reality (VR) immersed and can manipulate objects
as it pertains to video games and or perform certain series of actions
interactive experiences, but what is while there. Headsets, treadmills, and
virtual reality really? The Virtual Reality gloves are common means of VR
Society explained that VR is formed systems. All of which, are masterfully
designed to provide our brain with a 7
“finely synchronized and mediated
experience” (What is Virtual Reality?,
2017). The goal of a virtual reality different teaching scenarios. While
system is to achieve a sense of fighter pilots and neuro-surgeons have
presence, which entails a balance of benefited from this technological
hardware, software, and sensory advancement, so have more common
synchronicity. places of learning such as elementary
and special education classrooms.
If we are already experiencing our own
realities, what would the need be for a
virtual one? Of course, entertainment
and pleasure are contributing factors, While there are various ways in which
but there are also applications of virtual virtual reality can be used in the
reality in the real world. VR can be used classroom, research has been
in place of almost any situation that increasing in how virtual and augmented
poses a threat to an individually reality can benefit those with disabilities,
physically, financially, or even just especially autism. It is common for
practically. Take trainee fighter pilots children with autism to have difficulties
for example. Rather than getting behind socially. Autism spectrum disorders
the wheel of a massive machine and (ASD) are characterized into three levels,
trying to take off for the first time, one and at level 3, severe deficits in verbal
can do so virtually and take risks there and nonverbal communication and
in order to gain the real-world extreme difficulties with change are
experience with significantly less danger commonly present (Didehbani, N., Allen,
to themselves and their instructors. The T., Kandalaft, M., et al., 2016). With a
real goal for virtual reality systems is “a low-risk environment such as virtual
seamless join between the person’s reality, these individuals can practice
head and eye movements and the necessary skills and learn from
appropriate response” in order for experience how to better express
participants to view three-dimensional themselves, communicate with others,
images that appear to be life-sized and complete other every day social
(What is Virtual Reality?, 2017). These tasks. VR provides the chance for
realistic, life-sized images are what
make virtual reality useful in so many
repeated practice in environments that 8
change with each attempt and that
allow children to make mistakes without
the pressure and fear that is often study logged onto the computer and
accompanied with real-life interactions. were guided with a partner by a “coach”
Those with ASD have proved to accept to specific locations to complete a
computer technology very well because series of social situations. Along the
it can be motivating and rewarding. way, they interacted with their partner to
complete the contexts such as meeting
“Many children with ASD exhibit a new people, confronting conflict, and
natural affinity for computer consoling a friend (Didehbani, N., Allen,
T., Kandalaft, M., et al., 2016, p. 707).
technologies that leads to a higher level Feedback was provided at the end by
of engagement and fewer disruptive the coach. The results came as a
behaviors in computer-based pleasant surprise; both the group of
interactions (Hand-in-Hand, 2018).” children with ASD only and the group of
children with ASD and ADHD improved!
A study was performed at the Center for The proctors of this study came to the
BrainHealth at the University of Texas at conclusion “that VR-SCT offers a
Dallas in which thirty participants feasible social cognitive intervention for
ranging from ages 7 to 16 years old children ages 7 years and older”
participated in 10 social activities in a (Didehbani, N., Allen, T., Kandalaft, M., et
customized Second Life VR world al., 2016, p.709). This study suggested
software (Didehbani, N., Allen, T., that the use of VR-SCT was beneficial
Kandalaft, M., et al., 2016, p. 706). because, unlike other similar
Keeping in mind the sensory processing interventions, it was dynamic and
deficits that many individuals with ASD offered unpredictable consequences to
experience, the computer interface used real responses that the individuals gave
was not a full immersion that is at each social situation. Granted, the
normally used in 3D virtual reality study was somewhat small and there
designs. This brings up the importance was not a control group, all individuals
of keeping students’ needs in mind as came out with a positive experience.
we consider implementing virtual reality The intervention of similar VR
into classrooms. A headset for technology in clinical treatment for ASD
someone that already is sensitive with can give individuals the opportunity to
particular senses, may not be the best move at their own pace to improve their
idea. Participants in the university’s social abilities.
Virtual reality still has a way to go before 9
we find it in every special education
classroom. However, the benefits that it
can bring to students with Autism are Providing individuals that are known to
extremely motivating and inspiring. It is suffer from difficulties communicating
hard for individuals that are on the and interacting with others the
autism spectrum to express themselves opportunity to do so, with relatively no
in difficult social situations. penalty to themselves or those around
them, increases the assurance that
doors opened to them in the future are
immeasurable. [1165]
Resources
Didehbani, N., Allen, T., Kandalaft, M., et al., (2016, May 05). Virtual Reality Social Cognition Training
for children with high functioning autism. Retrieved March 10, 2019, from
https://www.sciencedirect.com/science/article/pii/S0747563216303089?via=ihub
Hand-in-Hand: A Communication-Enhancement Collaborative Virtual Reality System for Promoting
Social Interaction in Children With Autism Spectrum Disorders. (2018). I EEE Transactions on
Human-Machine Systems, Human-Machine Systems, IEEE Transactions on, IEEE Trans.
Human-Mach. Syst, (2), 136. https://doi.org/10.1109/THMS.2018.2791562
What is Virtual Reality? (2017). Retrieved March 19, 2019, from
https://www.vrs.org.uk/virtual-reality/what-is-virtual-reality.html
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Interviews 11
Jessica Gallardo, BA in Elementary Q.3- Do you think an increase in
Education, Second-grade Teacher, technology in the classroom is a
Lincoln Elementary School, Rexburg, positive or negative change?
Idaho A.3- It can go either way. I/m the one
that controls the technology and I
Q.1- In your eyes, what technological choose if the use will be effective or not.
advancement has made the most So, I don’t mind a bit of technology and
impact on the classroom in the past 5 making it my own, that’s why I see it as
years? both positive and negative.
A.1- The craziest advancement that I
think is going to get even more Q.4- How would you change the use of
advanced is the progress monitoring technology in your current classroom?
tests done every month on the iStation A.4- I do wish that I could expose it to
website. It used to be done with just a them even more simply because as
simple one-minute timed reading, but times change, children will grow up with
now it comes down to the kids sitting at even more technological advancements
the computer and they are assessed for and they need to be able to keep up. It
you. comes down to having enough access
to it as well, which my students only get
Q.2- Do you see technology becoming for twenty-five minutes on Mondays and
more prevalent in the classroom? Why? maybe one more time during the week in
A.2- I do see it becoming more prevalent their centers and then whatever I am
because, for example, we have our able to pull up and project in front of the
current math program that practically class.
teaches the lesson for me (I pause it a
ton to make sure the students Q.5- Do you think that it is important to
understand what is being or will be said. implement technology as a secondary
The language in our current math (opposed to primary) tool in
program doesn’t tend to run very kid teaching/learning?
friendly). A.5- I think any technological use should
be at the forefront of the classroom.
Like I said before, whatever exposure 12
can really benefit their futures.
Q.5- Do you think that it is important to
Heather Fryar, Parent of 7t h and 10t h implement technology as a secondary
grade students and student at BYU-I (opposed to primary) tool in
majoring in Special Education, Idaho teaching/learning?
Falls, Idaho A.5- Yes.
Q.1- In your eyes, what technological Jeffry Pulsipher, M. EAD, Teacher
advancement has made the most Education Department / Special
impact on the classroom in the past 5 Education, Brigham Young
years? University-Idaho, Rexburg, Idaho
A.1- Smartboards.
Q.1- In your eyes, what technological
Q.2- Do you see technology becoming advancement has made the most
more prevalent in the classroom? Why? impact on the classroom in the past 5
A.2- Yes. Interaction with students and I years?
think that you can differentiate A.1- I think the tech that has had the
instruction easier. most impact in the last 5 years would be
the one to one device availability to
Q.3- Do you think an increase in many classrooms in schools. This
technology in the classroom is a allows for much more accommodations
positive or negative change? as well as engagement for many
A.3- That depends on the day, but it students.
depends on how it is being used.
Q.2- Do you see technology becoming
Q.4- How would you change the use of more prevalent in the classroom? Why?
technology in your child’s current A.2- Yes, I do see it coming more
classrooms? prevalent because this is what the
A.4- I would use it more. The teacher newest generations of children are used
does not use it very much. I would also to. The know how to use it and it is part
use the chrome books a little bit more. of their world. It only makes sense to
use the tools they are familiar with to
increase their learning experiences.
Q.3- Do you think an increase in 13
technology in the classroom is a
positive or negative change?
A.3- I believe it is positive, if used environment. We will always need good
correctly and wisely. Everything can be teaching!
turned into a negative thing if used
incorrectly and proper procedures are Heather Hoopes, College Student
not in place. Students have to be good majoring in public health, BYU-Idaho,
digital citizens and that means teaching Star Valley, Wyoming
them about it.
Q.1- In your eyes, what technological
Q.4- How would you change the use of advancement has made the most
technology in your (or your impact on your classes in the past 5
student/child’s) current classes? years?
A.4- Unfortunately, there is very little A.1- I was thinking of the active boards,
tech used in my children’s classrooms. but probably iPads.
The tech department at the district has
vastly limited certain platforms such as Q.2- Do you see technology becoming
google, which has inhibited some great more prevalent in the classroom? Why?
tools. They do not have one to one A.2- I think so because paper is
devices and even the use of assistive becoming used less these days, it is all
technology is very limited for many of technological.
the students with disabilities. All of that
needs to change. Q.3- Do you think an increase in
technology in the classroom is a
Q.5- Do you think that it is important to positive or negative change?
implement technology as a secondary A.3- It depends on the person, but I think
(opposed to primary) tool in it is more of a negative just because it is
teaching/learning? less hands on. When you type notes on
A.5- I think for some learning activities an iPad, it is harder for people to
tech might be the primary tool remember and learn that way.
depending on the objectives. However,
for most I think it is a secondary tool. A Q.4- How would you change the use of
means of accessing the learning technology in your school’s current
classrooms?
A.4- We don’t use technology as much in
my classes, it is easier for me to take
notes on paper. But, submitting
assignments online is easy. I like that 14
part of it because it is simple and you
can do it any time.
A.3- I think an increase in the
Q.5- Do you think that it is important to classrooms is a positive change
implement technology as a secondary because you can watch videos on the
(opposed to primary) tool in computers to explain something you did
teaching/learning? not know before. Also, you can do
A.5- Yeah, I think using it as an option projects on the computer so you can
can be helpful. Just not all the time. just turn it in online.
Q.4- How would you change the use of
Wyatt Sego, 9t h grade student, Kadena technology in your school’s current
High School, Okinawa, Japan classrooms?
A.4- I would probably increase the use of
Q.1- In your eyes, what technological technology in my classes because it is
advancement has made the most very helpful to me, so I don’t lose my
impact on the classroom in the past 5 papers and assignments.
years?
A.1- I think that the improvement of the Q.5- Do you think that it is important to
smartboard has made the most impact implement technology as a secondary
in our classes because we can use them (opposed to primary) tool in
to watch videos, explain an equation, teaching/learning?
and present presentations. A.5- I think it is important to implement
technology as a secondary tool because
Q.2- Do you see technology becoming not all people learn well on the
more prevalent in the classroom? Why? computers. Also, teachers have to get
A.2- I do see technology becoming more paid to do something, so if everything is
prevalent in the classrooms because online then they are not going to be
you can save paper and do the work on doing anything.
computers.
Q.3- Do you think an increase in Scott Shirley, Principal, Lincoln
technology in the classroom is a Elementary School, Rexburg, Idaho
positive or negative change?
Q.1- In your eyes, what technological
advancement has made the most
impact on the classroom in the past 5 15
years?
A.1- Data analysis has been a huge
detriment to education. The sterile meaningless test scores, then no. If
examination of student scores has used to genuinely improve learning, yes,
reduced children to digits on tests with it can be positive.
questionable reliability, causing
statistics to run amok, but individually Q.4- How would you change the use of
for children, and generally for politicians. technology in your school’s current
Data analysis in the right hands can be classrooms?
marvelous, otherwise don't give a child a A.4- Remove the time stolen from
"loaded gun." students by taking standardized testing.
Q.2- Do you see technology becoming Q.5- Do you think that it is important to
more prevalent in the classroom? Why? implement technology as a secondary
A.2- We haven’t scratched the surface of (opposed to primary) tool in
what technology will be like in ten years. teaching/learning?
A.5- My father was a builder. I used to
Q.3- Do you think an increase in help him. As a child, I once tried to
technology in the classroom is a pound in a nail with a pair of pliers. I
positive or negative change? was taught the right tool for the right
A.3- It depends on what the technology job, at the right time. Teachers need to
is used for. If used to improve know when (and if) to use them both.
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“Teaching kids to count is
fine, but teaching them
what counts is best”
-BobTalbert