Emerging Technologies Tetrad

At the time of this publication we have not yet developed the ability to create an augmented reality like the ones depicted in science fiction. The holodeck of Star Trek Next Generation’s Enterprise is still considerably far off in the distance. However, augmented reality is currently considered by many to be an emerging technology. One way to examine the impact of a technology as it emerges is to use McLuhan’s tetrad (Thornburg, 2013). To further understand the nature of augmented reality emerging into our society we will ask questions centered on each area of the tetrad.

1. Extension or enhancement – How will augmented reality extend or enhance the natural abilities or functions of the user? Augmented reality increases the connection between the real world and the digital world. “The result is a more effective demonstration of spatial and temporal concepts, as well as of the contextual relationships among real and virtual objects” (Billinghurst & Duenser, 2012 p. 56). Interacting with three dimensional objects in a three dimensional work space is simply more natural.
2. Obsolescence – What technologies or process could become obsolete as augmented reality grows in popularity? As this technology grows and continues to demonstrate its effectiveness as an educational tool using two dimensional modeling could become a thing of the past. Imagine using augmented reality to enter a virtual world where you can easily experiment with various engineering and design principles. This type of learning environment is one where computer screens and paper become a thing of the past.
3. Retrieval – The augmented reality can be seen as a revival or return to hands on learning activities. Often these are major features in early learning but seem to dwindle as the materials needed become more complex. Through augmented reality the size or complexity of the objects being manipulated is simply a matter of programing and design. This lowers the cost and even the space needed to a more reasonable level.
4. Reversal – What factors or developments could trigger a reversal of augmented reality? One possible catalyst that could trigger the reversal of augmented reality is 3D printing. If the cost of 3D printing continues to drop as the possible size of items created then it is possible that some aspects of augmented reality could be replaced with actual reality.

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Reference

Billinghurst, M., & Duenser, A. (2012). Augmented reality in the classroom. Computer, (7), 56-63.

Thornburg, D. (2013e). Emerging technologies and McLuhan's laws of media. Lake Barrington, IL: Thornburg Center for Space Exploration.

Identifying and Emerged Technology

In 1999 I began working in K12 education as a teacher and administrator. Through my experiences in first private schools then in public schools I have been able to observe the emergence of various learning and instructional technologies. Dr. Thornburg views emergent technologies as, “the very onset of discovery and demonstration of a technology well in advance of its use in products” (Thornburg, 2013e p. 1). Others may argue that technology remains emergent while it grows to a place where it becomes a “must have” for individuals in a particular field. Regardless of the definition of an emerging technology the term emerged technology should be applied to a technology that is clearly past the point of emerging.

A technology that has emerged in the past few years in the field of K12 education is the use of data projectors combined with document cameras being controlled by smartboards and computers for the purpose of delivering interactive and flexible lessons. While this technology is not new it has become expected in elementary and secondary classrooms. This state of being the norm rather than the exception in K12 classrooms is what makes this technology clearly emerged.

Some of the problems or challenges facing the implementation of this technology have been training and initial expense. Without training, practice, and real world experience teachers did not actually use any of the additional features or tools that previous technologies had. This created scenarios where instructors were using document cameras, video projectors, and computers to accomplish the same task that was previously done with a simple overhead projector. Another challenge was the initial cost. It is difficult to justify spending money on technologies that teachers do not yet know how to use to their full potential.

With each new presentation technology that teachers are given there seem to be three or four more cables or cords that must be connected. This is one of the pitfalls of this technology. Instructors who do not understand how the setup should work will not use it because getting everything to work properly is too difficult a task. This could be improved by adding wireless options that could be used to eliminate the majority of the cords. This technology already exists but is probably not being used because of increased cost.

The district I currently work in primarily uses the Lumens Ladybug document cameras. More information about these is available at http://www.lumens.com.tw/product_1_1.php?new_id=2&big_id=1&pageNum_news=0

Reference

Thornburg, D. (2013e). When is a technology emergent? Lake Barrington, IL: Thornburg Center for Space Exploration.