Introduction to Immersive Virtual Reality

Virtual Reality

Immersive virtual reality is the presentation of an artificial or pictured environment.

The literature and research available in the use and effectiveness of virtual reality in schools is not conclusive. The technology is rapidly growing and through home gaming and industry applications, such technology has grown to a point where there is now a place for its use in education. The authentic nature of teaching surrounds the innovations that teachers bring to the classroom even before technologies were available. Our exploration of virtual reality technologies will enable that innovation across curriculum areas and allow us to best plan for effective use in the longer term.

In order to develop opportunities in virtual reality, the school is involved in a pilot project with the Department of education information technology directory training with the use of a virtual reality kit and content to provide those virtual reality experiences.  This term and into next, we are inducting many staff in the use of the virtual reality equipment and content. A number of teachers will then be trialling the equipment with classes to allow students to understand the depth of experiences with virtual reality while building expertise in managing this new technology.

At the next P&C meeting on the 13 November, we will demonstrate the virtual reality kit to parents, allowing them to experience the content that we share with our students.

The virtual reality experience is fast emerging and educational content is developing but will be in eight in time another quality educational tool to and he’s teaching and learning at Gymea

 

Implementation and Discovery

Our initial stage of the virtual reality experience at Gymea will be best characterised as familiarisation. Seizing the opportunity to engage with the technology and form deeper understanding around it safe, ethical and educational use across the school will assist in filtering out quality practice through ongoing evaluative processes.

Educational content of the virtual reality experiences are developing and specific content mapped to syllabus outcomes are not commonly available. The innovation of teachers to utilise what is increasingly available to help students engage in deeper understanding with syllabus outcomes will heavily weigh on the innovation of classroom teachers working and sharing together.

Our initial step is to engage with the technology through experiential professional learning and in classroom use so that we can all better understand the potential that lays ahead and bring together quality ways forward with both procedures and pedagogy.

 

Stage 1: Discovery in 2018

  • Develop an understanding with school staff of what is a virtual reality experiences.
  • Develop our initial safe, ethical and educational procedures to enable immediate teacher use and exploration within the classroom.
  • Engage in trialling VR across the school with whatever content is available and provides some link to the syllabus areas being covered. Our aim is to quickly familiarise staff and begin immersing the technologies across as many teachers as possible. The familiarisation and the evaluations will better place us as a school to decide on our resource investment and establish spaces and procedures that will make such technologies authentic but more so, valuable to teachers and students.

 

Stage 2: Development in 2019

The development in 2019 will be informed through ongoing discussions as we learn through 2018.

 

 

 

 

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  • English Extension 1 12 Task 1:TASK 1 Imaginative Response and Reflection Year 12
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20
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