SubCommC+-+Virtual+Reality+(Daniel+&+Amanda)

Daniel Long Amanda Marino
 * Names of Subcommittee Members Submitting this Report on Adaptive Learning Technologies: **


 * A. E **** xplanation of the ** ** Technology ** :

Virtual Reality is a 3D computer generated environment that manipulates a user’s senses to create the impression that the environment is real. Virtual Reality comes in many different forms and varies in complexity. It can be simple- like an interactive 3D computer game, or can be more complex, like a viewer worn over the eyes that projects 3D videos. In its most complex form Virtual Reality can be an immersive whole body experience. Users wear a head mounted display, headphones and sensory gloves and interact with the room they are in. The technology breaks down into two categories, high-end headsets and budget headsets. High-end brands are Oculus Rift, HTC Vibe, and Sony Playstation VR. Budget brands are Samsung Gear VR and Google Cardboard.

**Pros:**
- Virtual Reality can eliminate language barriers making it ideal for English Language Learners and special needs students.

-Virtual Reality can take students places they could never actually go in real life.

- Students can view and experience abstract concepts such as how blood flows through veins or the impact of a hurricane.

- Student motivation and engagement will increase because of the interactivity.

**Cons:**
- Functionality- like all technology Virtual Reality can sometimes fail to work properly.

- Certain types of Virtual Reality can be expensive.

- Specific software programmed to do a certain thing will reduce the flexibility of lessons that most teachers and students are used to.

- The possibility of students becoming addicted to the technology if they perceive the VR to be better than their real world.

**C. Anticipated Uses, Implementation, and Potential Impact on Student Achievement:**
Students may use Virtual Reality to go on virtual field trips. These field trips may be to places that classes often go on field trips, like an aquarium or The Smithsonian, or to places that students will probably never get to go in their lives- like The Taj Mahal, Great Barrier Reef or Machu Picchu. Students may also go to areas too dangerous to travel- like Syria or South Sudan. On these virtual trips students will be able to get a first hand look at humanitarian crises. Another possible use for Virtual Reality is virtual lab experiments. Students get to conduct experiments without being exposed to dangerous chemicals.

Due to the immersive, high impact educational experience that Virtual Reality provides, learning and retention increase. Students are more engaged and excited about learning. Although some Virtual Reality experiences are costly (like whole room immersion), other experiences are accessible to most classrooms. Anyone with a computer or tablet can watch a 360 Degree video. Google Cardboard is a Virtual Reality experience that allows viewers to use their smartphones to experience Virtual Reality. Users can make their own viewer with cardboard or can purchase a variety of pre-made plastic viewers. The user then downloads a V.R. video, slips their phone in the viewer and experiences Virtual Reality. Virtual Reality can be used in any grade, curricular area or with any population of students.

When students go on traditional field trips they can use [|ThingLink] and its own 360° and Virtual Reality editor. This app allows users to create annotated and “touchable” 3D experiences that could be used to assess student learning from the trip and shared with other students who were unable to go on the trip. Student engagement on the trip would be high as they are collecting material to be used for creating the Virtual trip later.

**D. Content Area Exemplar:**
5 best practices for virtual reality in the classroom:
 * Flip the experience and make it student-centered - student created content and leadership
 * Make VR experiences social - continue student collaboration and communication
 * Combine physical and virtual objects - virtual saves money but having some physical objects improves the experience
 * Keep iterating as you learn - a lot of student choice and new tools and opportunities
 * Use VR to enhance, not replace - continue to do what you have done and add in the VR experiences


 * E. Supporting Internet Links: **

Technology and Applications for Collaborative Learning in Virtual Reality []

Google Cardboard for a K­12 Social Studies Module []

NMC/CoSN Horizon Report > 2017 K–12 Edition []

The Pros And Cons Of Using Virtual Reality In The Classroom []

3 Virtual Reality Tools for the Classroom []

5 best practices for VR in the classroom []

Using the **P-Q-P review of the subcommittee report**, post at least **2 statements of praise**, **2 questions**, and **2 suggestions** for report improvement. How might the subcommittee who wrote this report have provided clearer information or more examples. What more might educators want to know about the benefits and challenges, the strategies for implementation or uses, and/or the opinions of accepted educational technology experts re: the emerging technology discussed in the report?
 * Post your comments below. Each member of the reviewing subcommittee should contribute to this post.**


 * Mona and Cassidy**
 * Praise: I like how thorough you were with your pros and cons.**
 * Good points on how and why to use VR**
 * University credible and different types of sources and topics**
 * Question: What do you mean by 2 each/committee member?**
 * Can you give a specific content area and example of a VR you would use in a lesson?**
 * Polish: Consider writing titles next to links**