Moreno-Guerrero, A., García, S. A., Navas-Parejo, M. R., Soto, N. C., & García, G. G. (2020). Augmented Reality as a resource for improving learning in the physical education classroom. International Journal of Environmental Research and Public Health, 17(10), 3637. https://doi.org/10.3390/ijerph17103637
In this article, the technical source provided is augmented reality. This is a software that requires various hardware to run the program. Moreno-Guerrero et al. found that augmented reality (AR) has been shown to promote creativity, innovation, motivation, learning, and participation. This quantitative study found that using AR in the classroom improves learning and teaching. This software could have many effective uses in the classroom. For example, nursing students could use AR software to practice taking vitals. Nursing students could also learn more about the body by exploring a three-dimensional view using AR. Students could also use math and science to create an AR version of the solar system.
Campos, E., Hidrogo, I., & Zavala, G. (2022). Impact of virtual reality use on the teaching and learning of vectors. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.965640
This article provides information on a technical hardware tool. Although one might need a virtual reality (VR) tool, the technical tool requires software to execute the output. Campos et al. found that VR can be used to demonstrate abstract concepts. Students could use this technical tool to learn about science, technology, engineering, and math. In the classroom, students could explore virtual fieldtrips in a more immersive manner with the VR technology. The teacher could find a VR exploration of Mars during a solar system unit. Websites like HatchKids allows students to code and use the code to create a VR output.
Shortt, M., Tilak, S., Kuznetcova, I., Martens, B., & Akinkuolie, B. (2021). Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 2020. Computer Assisted Language Learning, 36(3), 517–554. https://doi.org/10.1080/09588221.2021.1933540
This scholarly article provides information on the gamification provided with the Duolingo software. This technical tool provides benefits in the classroom. Shortt et al. found that Duolingo is a software that provides users with an enjoyable learning experience. This software could be used to help students learn another language. As a teacher who has students who do not speak English, I could utilize this technology to help the students learn English and communicate with peers. The other peers could simultaneously be learning the other students’ language. According to Shortt et al., Duolingo offers a gamification type of learning that prioritizes competition. Many students may thrive with this while others may thrive with collaboration instead.
Ferrer, J. M. C., Martínez, P. M., & Sánchez-Ibáñez, R. (2021). The effectiveness of using edublogs as an instructional and motivating tool in the context of higher education. Humanities & Social Sciences Communications, 8(1). https://doi.org/10.1057/s41599-021-00859-x
This technical tool is a software that can be accessed via the Internet. Blogs can be used by educators and students. Ferrer found that students can benefit from creating blogs through an increase in digital literacy, motivation, and social skills. Teachers could use blogs to find new tools to use in their classrooms, such as educational technology resources. Many resources can be found, related to technology or not, via blogs. Many new lessons could derive from blogs created by teachers. Teachers could have students create their own blogs. As students create blog posts, they would need to research about a topic. This output would demonstrate the students’ understanding.
Seo, K., Tang, J., Roll, I., Fels, S., & Yoon, D. (2021). The impact of artificial intelligence on learner–instructor interaction in online learning. International Journal of Educational Technology in Higher Education, 18(1). https://doi.org/10.1186/s41239-021-00292-9
Artificial Intelligence (AI) is a technical software that can be used by teachers and students. Seo et al. found that AI can offer personalized learning and adaptive assessments for online and in-person learning. Teachers could use AI in a variety of ways. For example, teachers could use open-source AI tools to find AI-generated lesson plans and ideas on how to make lessons more accommodating. Students could use AI to find help in subjects. Students could also use open-source AI tools to generate ideas for projects or papers. Teachers can also use AI as an example of how fast technology can change and be so elusive. AI can be an extremely useful and versatile software technical tool in the classroom.
Barcavage, J. (2019, March 4). Smore. https://www.smore.com/ccse-spotlight-on-strategies#:~:text=As%20a%20Classroom%20Strategy&text=It%20can%20easily%20be%20used,as%20imaginative%20as%20plastic%20insects.
Barcavage found that geocaching can be used to introduce or explore topics. Each student could have different roles in the process. If you are learning about the solar system, small items that hold questions or prompts about certain planets could be hidden around the school. After a topic is introduced, geocaching could be used to quiz students on what they have learned. Geocaching can be used from the introduction to the assessment process. This allows the learning opportunities to be endless. I love that geocaching gets students up and moving. They are able to be more active in their learning. One obstacle that I see is the prep time needed for setting everything up.
Alsoliman, B. S. H. (2022). Virtual robotics in education: The experience of eighth grade students in STEM. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.950766
Robotics is a technical hardware tool. However, software is needed to move the robots. Robotics can be used in the classroom in various ways. Teachers can use robotics to teach algorithms, coding, pseudocode, problem-solving, math, science, technology, and engineering. For example, students can drive the robot to various stations and try to complete a challenge. Students could use a Mars map and attempt to travel to various stops and collect data to send to Earth. Teachers can use robotics in the classroom to get students excited about learning. Alsoliman found that robotics can easily incorporate STEM educational components, improve problem-solving and creative thinking skills, and engage learners.
Erickson, D. C. (2020). Review of Articulate Storyline 360. Teaching Theology and Religion, 23(2), 135–136. https://doi.org/10.1111/teth.12534
Articulate Storyline 360 is a software that can be extremely useful in creating educational courses. Instructional technology is more important than ever with the necessity of online courses. Erickson found that Articulate Storyline 360 has a way of providing accessibility to users. Teachers could use Articulate Storyline 360 to create their own courses for their students. Students could use the software to create their own courses. This would be a great learning opportunity. For example, students would need to research a topic and have a strong background before creating a course about the chosen topic. Teachers could incorporate group work with this as well.
Simões, S., Oliveira, T., & Nunes, C. (2022). Influence of computers in students’ academic achievement. Heliyon, 8(3), e09004. https://doi.org/10.1016/j.heliyon.2022.e09004
Computers are a versatile hardware technical tools. Such a tool can be used anywhere and for just about anything. Students can use computers in every classroom and at home. If a teacher assigns something online, the students can access the assignment in the classroom. If the student is absent, they can access the document online at home. With computers, there is no more missing work and feeling behind about catching up with school work. Simoes et al. found that other researchers reported computers to have a positive impact on students’ learning. This is just one incentive for teachers to utilize computers in the classroom.
Rueda-Gomez, K., Rodriguez-Muniz, L., & Muniz-Rodriguez, L. (2023). Factors that mediate the success of the use of online platforms to support learning: The view of university teachers. Education and Information Technologies. https://doi.org/10.1007/s10639-023-11916-0
Khan Academy is a useful software technical tool that can be found online. Rueda-Gomez et al. found that this software promotes communication mathematically between peers and between teachers and students. Teachers can use Khan Academy to accommodate math assignments and personalize the learning experience for free. Students can access the assignments easily on the website. Students can watch videos, practice, and see lots of examples for any math topic or problem. This site is free to use and full of useful information and resources for both teachers and students. Teachers can also use this site to send assignments for coding.
