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Modeling Augmented Reality Games with Preservice Elementary and Secondary Science Teachers ARTICLE

, , , , , , 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

Abstract

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.

Citation

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. Retrieved November 15, 2018 from .

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Cited By

  1. 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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