EDDL 5151 Blog Post 2

As I begin to refine the topic for my major paper in light of the course readings and online discussions, I feel I need to incorporate sections discussing mobile devices and apps, privacy / safety, and the digital divide. I think as we move more and more towards wearable technology and the internet of things, there will be a great many questions to ask regarding learning goals, and what constitutes a contemporary educational canon. In much the same way as computational speed and rote memorization of math facts have been hedged out of our Math classrooms, in part due to innovation, we should expect other elements of traditional instruction to lose their luster in light of emerging technologies.

I think that in Canada, the largest concern will be managing the safety and privacy issues that will no doubt continue to present themselves. With the cross-border internet traffic, various foreign government access to data, any move to move cloud-based computing will likely run up against various privacy / information legislation. My hope is that as the cloud services become more and more prevalent, there is a greater movement towards servers handling traffic within national borders. Ostensibly, if there is a demand, and it is economically viable, I.T. business will move to provide the service. It could be that provincial and federal government also invest in this sort of architecture, especially with COVID-19 having highlighted the need for a robust I.T. infrastructure.

Other concerns will come in the areas of mobile devices and the digital divide. With a move to a cloud-based system, the actual device may become less important, so long as it can interface with the cloud system in use. This in itself, might provide a narrowing of the digital divide in terms of the socioeconomic concerns. Alternatively, the schools and districts might be able to roll out low cost, easily managed devices to students, perhaps as a subsidized B.Y.O.D. program. The apps available through a school based or district-based account could be managed by the I.T. department, which might also allay some of the aforementioned privacy and security concerns. Perhaps the more challenging piece will be narrowing the digital divide in regard to training and digital literacy. However as digital literacy instruction becomes more widespread, and more professional development in this area is offered to educators, I believe the challenge is manageable. Educators already engage with students with disparate backgrounds, and vastly different learning needs. With the proper support and training, I see no reason why teachers cannot bridge any digital literacy gaps within the scope of the curriculum.

As far as research and articles I plan to incorporate into my paper, I have drawn from course materials as well as online discussions with classmates. I’ve tried to keep the articles consulted very contemporary, as the field of AR is one that is constantly innovating. I’ve looked at some meta-analysis on student gains with AR, alongside some more narrow studies. As well, I wanted to ground myself within a firm understanding of the technology itself, and the directions in which the field seems to be moving. Essentially, a survey of where we are, and where we are going with Augmented Reality. These articles have already helped me to refine my research question, which has narrowed from my first post.

So, for my major paper, my working title will be:

Augmented Reality in Education : Where we are headed and how do we prepare?

Comments and suggestions are welcome!



Arnaldi, B., Guitton, P., & Moreau, G. (Eds.). (2018). Virtual reality and augmented reality : Myths and realities.

Juan Garzón, Juan Acevedo. Meta-analysis of the impact of Augmented Reality on students’ learning gains. Educational Research Review, Volume 27, 2019, p. 244-260. https://doi.org/10.1016/j.edurev.2019.04.001.

Hughes, R. Augmented Reality : Developments, Technologies and Applications. Nova Science Publishers, Inc. 2014

Kipper, G., & Rampolla, J. (2012). Augmented reality : An emerging technologies guide to A.R. https://ebookcentral-proquest-com.ezproxy.tru.ca

ŢURCANU, D. C., PRODEA, B. M., & CONSTANTIN, C. (2018). The Opportunity of Using Augmented Reality in Educating Disadvantaged Children. Bulletin of the Transilvania University of Brasov. Series V: Economic Sciences, 11(1), 71–78.

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