PROJECT PLAN

INQUIRY MODULE
KYLIE GOODMAN SEPTEMBER 23, 2019

DESCRIPTION
As a future first grade teacher, I never thought much about
introducing technology into my future classroom because I believe 6-
year-olds are still too young to work with most technology. However,
a few sections of first grade curriculum that I am particularly
interested in could integrate technology seamlessly provided I have
the resources for it. In 5 years, I would love to use virtual reality as
a tool to help me teach science to my students.

SUBJECT AREA OF INTEREST

The subject area I'm most interested in is virtual reality applications

in a science lesson. This kind of immersive tool could easily upgrade
every science lesson, even at a first-grade level. I would plan to use
virtual reality to introduce students to astrology and biology. Possibly
even literature as well in order to create a more impactful and
colorful environment for storytelling.

IGNITED LABS TECHNOLOGY AREA (AI)

Personally, I think AI is going to be the hardest to get people on
board with when it comes to a classroom setting because in theory a
teacher should be able to answer kid’s questions. On the other hand,
I know that using an Apple HomePod in a classroom could provide so
many resourceful tools. From apple music or Spotify, setting timers,
or “autoplay” for any YouTube video, I believe a HomePod could be
used to any teachers’ advantage.

How do you think this technology will (or will not) change the way
people learn within your subject area?
When it comes to a piece of AI technology so diverse, such as an
Apple HomePod, there are truly multiple ways to use it for science
purposes. It was made specifically to answer everyday questions
about the weather, but can also convert units of measurement,
display time differences, and demonstrate the passing of time. All of
which are mentioned in an elementary curriculum regardless of the
grade. This will change the game for auditory learners and children
who are just plain fascinated by technology. To learn about a subject
that so heavily relies on technology, from the voice of a robot, is the
greatest thing to happen in most 6-year old’s minds.

What are some of the shortfalls of this technology currently? What

advancements (technologic or otherwise) are needed for this
technology to reach its potential to transform the way we
learn?
Of course, when dealing with most AI application most people's main
concern is privacy. Gadgets like Alexa, Echo Dot, and HomePod's are
all listening constantly and while this is a problem, I also don't
foresee this changing anytime soon. One thing I think would
completely up the wow-factor of a HomePod is if it ever used
holograms. I do know that there have been so many rumors about
Apple trying to dabble in the art of using holograms for their smart-
phones. And I think that letting students see a visual representation
of how a HomePod's "thinking" process works could be a game
changer.

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Describe how this technology might be utilized (for good or bad)
outside of its original intended purpose? Do you foresee
anything we should be wary of?
One of the biggest selling points of an Apple HomePod and other
similar products, is that they're hands free and voice activated. And
once students, particularly younger ones with a thirst for trouble,
figure out that it hears them too then it becomes a problem in a
classroom. Not only could students yell out to it as a distraction, but
eventually students might begin to turn to AI to ask questions as
opposed to their teachers. It's always been a great American fear
that our jobs will one day be replaced by robots with faster response
rates and less demand for better pay. With that in mind I do foresee
teachers being extra cautious about allowing artificial intelligence
into the classroom. As an educator you understand that despite
technology's ability to find information, it can never replace human
connection and passion.

IGNITED LABS TECHNOLOGY AREA (XR)

At first, I was weary of XR technology because it's hard for me to
imagine a world where students can learn through a seemingly
alternate reality. However, if used in the right context I strongly
contend that virtual reality headsets could change the way science is
taught in elementary schools, and for the better. This provides
teachers with a tool that can let students explore the entire universe
and everything in it, without leaving the classroom.

How do you think this technology will (or will not) change the way
people learn within your subject area?

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Immediately I was brought back to all the time I spent lesson
planning in FTA and all of my experience with elementary school
teachers discussing curriculum. A majority of the lower grades’
science lessons are about astrology and meteorology, or ecology and
botany. The absolute basics of stars, animals, clouds, flowers,
volcanos, planets, and everything in between. Imagine if I could give
my students the experience of seeing constellations up close. If I
could use a virtual reality headset to let them get up close and
personal with baby elephants in the Saharan without the dangers of
a stampede. Or even let them explore a forest full of redwood trees
so they will finally understand just how tall the trees can really get.
With the help of extended reality, in 5-10 years teachers will be able
to give students a genuine, fully immersive, first-person, learning
experience. Learning astrology could be so much more fun when you
feel like you're walking on Saturn's rings.

What are some of the shortfalls of this technology currently? What

advancements (technologic or otherwise) are needed for this
technology to reach its potential to transform the way we
learn?
This idea is very exciting and if schools were to get the funding for it
one day, that could be a blessing. However, I do wish there were
some way it could be more inclusive. As opposed to each student’s
headset being hooked up to their own singular laptop or tablet.
Ideally it would work best if they were all on the same page at the
same time, which would mean that every teacher needs to be pretty
technologically efficient. Then comes the challenge of getting
students to take care of a headset that technically doesn't belong to
them.

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Describe how this technology might be utilized (for good or bad)
outside of its original intended purpose? Do you foresee
anything we should be wary of?
Originally, extended reality was created to make storytelling more
immersive and interactive, but used in a classroom setting, it's
potential only grows. Not only is it effective as a storytelling tool but
it could be utilized as a way to let students interact with new
environments as well as see them. There are so many new apps for
iPhone's and Android's alike that allow headset owners to play
interactive "choose-your-own-adventure" style games. Students
could get involved in the lesson’s decision-making which fuels both
their curiosity and their creativity.

IGNITED LABS TECHNOLOGY AREA (IOT)

A simplistic yet very effective IOT tool I decided to research is a

noise detecting system using Arduino to power it. This is a powerful
tool for every classroom regardless of grade group or subject. Not
only does it notify the device when the noise level gets too high, but
it will also begin recording until the noise level dies back down. This
could be every teacher’s helping hand and every loud student’s worst
nightmare.

How do you think this technology will (or will not) change the way
people learn within your subject area?
This installation could help create such a peaceful learning or testing
environment, depending on how or when the teacher wants to utilize
it. If it is installed on the teacher's laptop or computer, then he or
she will receive a notification in the form of vibration and noise
immediately. If your teaching style is disciplinarian, then you could
use these notifications as a way to decide class privileges for the
day. This, in my opinion, could truly be helpful in a testing

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environment where quiet is absolutely necessary. Or perhaps it could
be used for the times when a teacher will not be in the classroom.
Not only will you have proof that they were too noisy for the
substitute, but you would also have a short recording of their chatter
as proof for when you return.

What are some of the shortfalls of this technology currently? What

advancements (technologic or otherwise) are needed for this
technology to reach its full potential?
It's unclear to me whether this application would still notify the
downloader even if they were not in range of the computer.
However, it would be even more helpful if teachers could also get
notifications on their phones. Or if the students themselves could see
the notification on the smartboard as a warning as well. This way it’s
not only the teacher who is held accountable for students actions
24/7. Students should be able to handle correcting their own
behavior in a public setting once they reach a certain age.

Describe how this technology might be utilized (for good or bad)

outside of its original intended purpose? Do you foresee
anything we should be wary of?
This technology was originally created with an office or classroom
setting in mind, which is why I believe it could be seamlessly
integrated into schools in every district. And it could be a huge
helping hand for teachers who just can’t seem to get the rowdy kids
to calm down during test time. On the other hand, I can understand
why kids would be opposed to this software in the first place. It may
make them feel too watched, isolated, or even imprisoned. Some
students might also be uncomfortable with the recording aspect, so I
really want to stress that every classroom is different and teachers
should take note of how their students are feeling.

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RESEARCH CONCLUSIONS
Although I have never planned on using copious amounts of
technology in my future classroom, I can say now that through my
research I’ve warmed up to the idea more. When it comes to AI I’m
still in opposition for the most part because I don’t want students to
get the impression that a Google Home or Apple HomePod could
replace a teacher in any way. The creation of products using AI is
fueled by the idea of letting technology answer the world’s questions
for us. And I never want my students to turn to a robot for clarity
over me, because I understand that real teaching requires human
connection and relatability.

On the other hand, the idea of using ER projects to teach science at

first grade level, sounds more and more exciting to me the more I
research it. In 5-10 years when this level of technology is hopefully
readily available to elementary school all over the U.S., it could
change the way students experience science. It’s about giving kids
an opportunity to explore worlds they might never see in their
lifetime, while integrating an interactive science lesson. Using virtual
reality to let kids run with animals in biology, touch the constellations
in astrology, and walk through a field of the rarest flowers in botany.
This will change the game for kids who need to see in order to
believe. Virtual reality could provide students all over the world with
their breakthrough moment of understanding instead of simply
learning.

PERSONAL LEARNING EXPERIENCE

In my opinion, technology will always be a constant battle in a

classroom setting, unless you’re specifically teaching a tech class.
Teachers don’t want to feel replaced in any way, nor do they want to
feel like they’re constantly confused by the new advancements

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added to their classrooms. With new additions comes more training.
For teachers already in the field that would mean hours of staff
training classes, outside their normal work hours. For student
teachers just preparing to enter the field this could mean a lengthier
course of study in order to be prepared for all the gadgets they’ll use
one day. Not every teacher will approve of using AI as a tool, no
matter how helpful it’s Bluetooth abilities and easily accessible
resources may be. This might also be the case with ER and IoT
applications one day. However, I believe that with more in-depth
research and a little bit of convincing, they both could make a very
positive impact on the teacher-student learning dynamic.