Read a concise manual aimed at practitioners. No fluff – just uses this job, plus one citation of research.
Scope. Wearing here include AR/VR headsets, smart watches/fitness groups and light smart glasses. Use them where they add a clear value: to make visible abstract ideas, capture performance for feedback and improve access/safety.
Instruction and practice
- AR/VR conceptual modeling. Use headphones to manipulate 3D structures (molecules, architectural forms, planetary movement). Students explain what has changed and why; Shooting the screen from the 30-60s as a micro-assessment.
- First -person demonstrations. Record the Laboratory Setting Teacher’s perspective, art technique or store safety. Students replay, pause and annotate steps before trying the task.
- Acquiring skills for PE. Type a smart watch with a short workout (eg working shape). Students compare video + cadnes/HR data and set a specific technical purpose for the next representative.
Evaluation and feedback
- Capture the process. Students carry head -mounted camera during problems solving (mathematical evidence, wiring of a chain). Send a 2-minute clip explaining the solutions. The teacher gives feedback from time to time.
- Objective effort data in PE. Use cardiac zones to appreciate your efforts, not speed-more faithful to different levels of fitness. Export a simple summary of the area attached to the section.
- Coaching teachers/teachers of students. Record short segments of POV teacher lessons; Narrow Protocol Review: What students did, proof of understanding, one change to try the next one.
Accessibility and maintenance
- Signings and translation available. Smart glasses or paired applications provide screen or translation on the move during D/HOH discussion and multilingual learners.
- Visual increase. Low -vision students use an adjustable increase/contrast to access to print or laboratory without leaving their work space.
- Prompt for self -regulation. Discrete Smart clock clicks (breathing, posture/movement reminders are planned around challenging tasks.
Logistics and safety
- Excursion coordination. Press step by step directions and encounter pins to chapra; Teachers are monitoring the checks of the groups without constant conversations.
- Laboratory safety. Pass a dangerous demonstration from the teacher’s headset to the students’ screens so that everyone gets a close -up view from a safe distance.
Performance notes (what to solve in front)
- Purpose first. Choose one goal for an activity that brings uniquely wearing (eg “Analyze the step of working with cadans”).
- Justice. Provide school kits or partner kits; You never need personal loan devices.
- Privacy and minimization of data. Disable unnecessary sensors; Store locally when possible; Get consent for a parent/video/biometric data guardian.
- Norms in the classroom. Headphones only when instructed; There is no recording of peers without explicit authorization; A visible “recording” indicator.
Examination. Meta-analyzes find AR/VR create modest, reliable learning profits when aligned to clear goals and feedback (Merchant, Goetz, Cifuentes, Keeney-Kennicutt, & Davis, 2014).
Start small
- One lesson, one type of device, one artifact of learning (eg 90-second annotated clip) and a brief reflection of the student (“What helped your device?”).
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