This paper discusses elementary and secondary (K-12) teachers’ perceptions of cross-reality (XR) tools for data visualization and the use of sensor data from the built environment in classroom curricula. Researchers' objectives were to explore the use of sensor-informed XR in the built environment and civil engineering (BECE) field to support K-12 science, technology, engineering, and mathematics (STEM) experiential learning and foster BECE-related career awareness. They conducted surveys and informal questionnaires with 33 primary and secondary teachers attending an annual two-day university-based teacher professional development workshop as part of a statewide STEM afterschool program serving students in rural communities. Researchers assessed teachers’ familiarity with, knowledge about, and appraisal of using cross-reality platforms and sensor data in classrooms and after school curricula. Findings show that, while all teachers reported relatively high interest in learning about sensor applications and innovative interactive techniques, middle school teachers, in particular, were most likely to see value in using these applications for teaching and learning. Implications for teacher professional development are discussed.

Authors: 
Rowe, Shawn, et al
Product Number: 
ORESU-R-20-009
Source (Journal Article): 
Education Science 2020, 10(9), 234
Year of Publication: 
2020
Length: 
18 pages