Running head: INTERACTIVE TECHNOLOGY IN THE SCIENCE CLASSROOM 1

Interactive Technology in the Science Classroom

Jana Brewer

Kennesaw State University

Summer 2021

Dr. Julia Fuller

August 2019
INTERACTIVE TECHNOLOGY IN THE SCIENCE CLASSROOM 2

Capstone Project Proposal

Setting and Context

The setting for the proposed project is in a Title 1 school located in Lindale, Georgia.

Pepperell Middle School (PMS) is a rural middle school that houses sixth to eighth grade

students. PMS is a public school with 47 teachers serving approximately 712 students. Within

PMS, 31% of students scored proficient on state testing in math and 29% scored proficient in

language arts testing. Both scores are lower than the state score of 41% for both math and

language arts. At Pepperell Middle School, students are approximately 10% Hispanic, 7% Black,

80% White and 3% two or more races. Of these students, 46% are eligible for free and reduced

lunch (Pepperell Middle School Profile, 2020).

Pepperell Middle School has one principal and one assistant principal. The school

building is currently being rebuilt so the sixth and seventh grades are housed in an old primary

school building, while the eighth grade is housed on a wing in the current high school building.

PMS is a one-to-one technology school where all students have access to Chromebooks within

each classroom. Since there is such great access to technology, the use of technology in the

classroom is highly recommended by administration. Teachers are encouraged to use the tools

the school recently received as a technology grant in their classrooms. These tools include virtual

reality goggles, interactive SmartBoards, and Chromebooks for individual student learning.

Within my school, teachers are not taught how to use these skills so completing this project will

give me the knowledge necessary to use the technology tools effectively as well as coach other

teachers on how to utilize these tools effectively.

At Pepperell Middle, we have limited access to funds for supplies that allow students to

have hands on experience with life science content. Because the content we are learning is so
INTERACTIVE TECHNOLOGY IN THE SCIENCE CLASSROOM 3

complex, students need these experiences to better understand the smallest unit of living things,

cells, to larger groups of living organisms within ecosystems. Since my school has access to

technology tools that could potentially give students these experiences without having to

purchase more supplies, utilizing interactive technology in the science classroom to engage

students and give them more authentic learning experiences is a great start to achieving better

student success at Pepperell Middle School.

Statement of Problem, Need and Rationale

Problem statement.

The problem or need that prompted this project proposal is the lack of materials and

resources currently in Pepperell Middle School and Floyd County School System that would

allow students to have more authentic learning experiences. As previously stated, PMS is a Title

1 school that does receive funding, but that money must be spent in specific ways. Because of

the socioeconomic status of the students at Pepperell Middle School, asking students to supply

materials for projects and hands on experiences is not an option. I will be incorporating learning

experiences, such as virtual and augmented reality, in my seventh grade science classroom and

coaching other seventh grade science teachers at PMS to give students the opportunity to

visualize, understand, and manipulate the content in ways that would not otherwise be possible.

Connection to research.

In two of the studies I reviewed, I found distinct connections to my topic. Both studies

included a control group where students were taught using traditional teaching methods and tools

(whiteboards, slides, and a projector) and experimental groups where students were taught using

a combination of traditional methods as well as virtual augmented reality. In the first study by

Ray and Deb (2016), the purpose for the research was to measure the feasibility of using Google
INTERACTIVE TECHNOLOGY IN THE SCIENCE CLASSROOM 4

Cardboard head mounted virtual reality systems to improve the teaching process with college

aged students. As for the second study, the purpose was to develop a virtual reality classroom to

improve student learning performance and outcomes (Liou & Chang, 2018). This study included

junior high school students from Taiwan in which one group was the control and the other two

groups were experimental. In the experimental groups, one group of students was taught

anatomy and physiology and the other was taught chemistry. Both groups were taught using

traditional teaching methods supplemented with virtual reality learning. The students in the

second study are close to the same age as the students I will be teaching and are learning much of

the same content. In both studies as well as throughout my project, virtual reality learning is and

will be used to supplement traditional classroom teaching and immerses students in the content

which gives them more authentic learning experiences and enhances the learning process.

Proposed intervention/solution.

Since the students I teach at Pepperell Middle School are not provided with many hands

on learning opportunities due to lack of access to materials, learning using virtual reality will

provide them opportunities to see many aspects of the content they would not otherwise get to

see. In both the studies I reviewed, there was success in supplementing traditional teaching with

virtual reality students and provided opportunities for students to be engaged in the content. Both

studies also showed that compared to traditional teaching methods, students better understood

and recollected the information that was presented when provided the virtual reality

opportunities.

Throughout the time I will be implementing virtual reality into my teaching practice, I

will work with other seventh grade science teachers at Pepperell Middle to allow all students to

have several interactions with the technology. Before using it as a learning opportunity, teachers
INTERACTIVE TECHNOLOGY IN THE SCIENCE CLASSROOM 5

will need to understand how to use virtual reality themselves. Through workshops and coaching

sessions with these teachers, I will show them how to use the technology and implement it with

their students. Our students will also familiarize themselves with how the headsets work and how

to use them to connect with the content. Throughout the school year, I will meet with the seventh

grade science teachers at PMS to provide them resources and coach them to use this technology

so all of our students are using virtual reality appropriately to explore the five different topics

learned in seventh grade science: cells, genetics, body systems, ecology, and classification.

Connection to research.

This solution is appropriate to my context and problem because it provides my students

with the opportunity to have authentic learning experiences while also using tools that have

already been provided through grants. According to the studies done by Liou & Chang (2018)

and Ray & Deb (2016), I should see success in using virtual reality in combination with

traditional teaching methods because of the proven success of doing so in both studies. Although

the participants in the study by Ray & Deb (2016) are much older and have more experience

with technology being National Institute of Technology students, they started with little to no

experience in using virtual reality as a means of learning and still benefited from this type of

teaching. As recommended by Ray & Deb (2016), I will ensure the hardware is easy to use and

specific instructions are given to students. The students in the study by Liou & Chang (2018)

were very similar to my students both in age and content area. The students who were learning

new content in this study also showed significant growth in content knowledge when learning

using virtual reality in comparison to students their same age in the same content learning by

traditional methods of teaching (Liou & Chang, 2018). In this study, it was important to the
INTERACTIVE TECHNOLOGY IN THE SCIENCE CLASSROOM 6

researchers that students interact with the content so as I implement this into my practice and

with other teachers, I will be using programs that allow the interactive aspect as well.

As I use this in my own classroom, I will also be coaching other seventh grade science

teachers on how to incorporate this technology in their teaching practice through methods I have

learned by reading The Impact Cycle by Jim Knight. As mentioned in The Impact Cycle, there

are three major stages outlined: identify, learn, and improve (Knight, 2018). To do this, I will

host an introductory workshop to show them how virtual reality works by walking them through

an example lesson. In the first session, I will also share research that shows the benefits of using

virtual reality alongside traditional teaching methods. During the initial coaching session I host

with teachers, we will be identifying the current realities of classrooms and goals we have for

implementation. As the year progresses, we will learn together as I coach these teachers to build

lesson plans using virtual reality, share virtual reality resources that are connected to the science

content, and observe them as they implement virtual reality into their practice to ensure it is

making a positive impact on the students. Throughout the year, I will have individual coaching

sessions with these teachers where we will work to improve the new practices we are

implementing by discussing what is going well and what needs work.

Project Objectives

The goal of my project is to provide seventh grade students at Pepperell Middle School

with better opportunities to interact with our content using virtual reality. To do this, I will be

coaching other seventh grade science teachers in my school how to use virtual reality lessons

alongside traditional teaching methods. With this goal in mind, my objectives include:

1. All seventh-grade science teachers at Pepperell Middle School will understand

how to correctly use virtual reality headsets by August 1, 2020.

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2. By September 1, 2020, all seventh-grade science teachers at PMS will have

developed two lesson plans showing how they will incorporate this virtual reality

into their teaching practice.

3. Pepperell Middle School seventh grade science teachers will have taught a lesson

with their students using the virtual reality headsets to increase student interaction

and understanding for 70% of students by November 20, 2020.

4. By May 1, 2020, two out of three seventh grade science teachers will have

incorporated at least one lesson for each content subtopic (cells, body systems,

genetics, ecology, and classification) to increase content knowledge of 65% or

more students.

PSC Standards

Through completing this project, I will gain practice in my skills as related to the Georgia

Professional Standards Commission Instructional Technology Standards. I will demonstrate

mastery of many of the second, fifth, and sixth standards throughout the time I will work on this

project. This will be done through conducting professional development workshops and coaching

sessions with teachers, creating resources and lesson plans using technology tools, and

developing lessons that allow students to use higher order thinking skills to connect with the

content. Throughout the school year, this project will provide me the opportunity to reflect on

my experiences and hone my craft as an instructional technology coach.

• PSC 1.2 Strategic Planning: Candidates facilitate the design, development, implementation,
communication, and evaluation of technology-infused strategic plans.
• PSC 2.1 Content Standards & Student Technology Standards: Candidates model and facilitate the
design and implementation of technology enhanced learning experiences aligned with student
content standards and student technology standards.
• PSC 2.3 Authentic Learning: Candidates model and facilitate the use of digital tools and
resources to engage students in authentic learning experiences.
• PSC 2.4 Higher Order Thinking Skills: Candidates model and facilitate the effective use of digital
tools and resources to support and enhance higher order thinking skills (e.g., analyze, evaluate,
INTERACTIVE TECHNOLOGY IN THE SCIENCE CLASSROOM 8

and create); processes (e.g., problem-solving, decision-making); and mental habits of mind (e.g.,
critical thinking, creative thinking, metacognition, self-regulation, and reflection).
• PSC 2.7 Assessment: Candidates model and facilitate the effective use of diagnostic, formative,
and summative assessments to measure student learning and technology literacy, including the
use of digital assessment tools and resources.
• PSC 5.1 Needs Assessment: Candidates conduct needs assessments to determine school-wide,
faculty, grade-level, and subject area strengths and weaknesses to inform the content and delivery
of technology-based professional learning programs.
• PSC 5.2 Professional Learning: Candidates develop and implement technology-based
professional learning that aligns to state and national professional learning standards, integrates
technology to support face-to-face and online components, models principles of adult learning,
and promotes best practices in teaching, learning, and assessment.
• PSC 6.1 Continuous Learning: Candidates demonstrate continual growth in knowledge and skills
of current and emerging technologies and apply them to improve personal productivity and
professional practice.
• PSC 6.2 Reflection: Candidates regularly evaluate and reflect on their professional practice and
dispositions to improve and strengthen their ability to effectively model and facilitate technology-
enhanced learning experiences.
• PSC 6.3 Field Experiences: Candidates engage in appropriate field experiences to synthesize and
apply the content and professional knowledge, skills, and dispositions identified in these
standards.

Project Description

In this project, I will be coaching teachers to build lessons that allow students better

interaction with the content using virtual reality. This will give students the experiences

necessary to understand the complexity of cells, visualize how organ systems work together for

proper body function, and observe how individuals within an ecosystem work together to reach

ecological equilibrium. Using virtual reality alongside traditional teaching methods, seventh

grade science teachers at Pepperell Middle School will provide their students with opportunities

that may never be attainable without the use of virtual reality. Table 1 outlines the project

items/activities, objectives, and deliverables that will comprise this project.

Table 1
Project Item/Activity Project Objective(s) Deliverable(s)
Conduct a workshop series with All seventh-grade • Introduction to Virtual
seventh grade science teachers: science teachers at Reality
Workshop one-Introduction to Pepperell Middle • Model lesson
School will
virtual reality: I will model a lesson
INTERACTIVE TECHNOLOGY IN THE SCIENCE CLASSROOM
with the teachers, show a video of
how I used the same lesson with my
students, and share student
feedback.
Workshop two-Explore: I will share
research that explains the benefits
of using virtual reality alongside
traditional teaching methods.
Teachers will have the opportunity
to explore many virtual reality
resources and example lessons.
Workshop three-Your Class:
Teachers will work together
alongside coach to begin building
their first lessons using virtual
reality and create a pretest for
students to take before teaching and
posttest for students to complete at
the end of the year.
Teachers will video their class to
get a view of “current reality”
(Knight, 2018).
I will hold individual coaching
sessions with seventh grade science
teachers to coach them on how to
incorporate their virtual reality
lessons and create a goal they are
going to achieve throughout doing
this.
I will model the use of virtual
reality in the teacher’s classroom
either with or without students
present based on teacher’s choice
(Knight, 2018).
Conduct a whole group coaching
session to discuss positive and
negative outcomes of first lesson
9
understand how to • Video of model lesson
correctly use virtual being used with students
reality headsets by • Feedback from students
August 1, 2020. • Feedback form for
teachers to complete
• Research showing the
benefits of using virtual
reality alongside
traditional teaching
• Example lesson plans
• Lesson plan template
• Resource list that shows
virtual reality learning
opportunities and how to
use them effectively
• Pretest and posttest for all
seventh-grade science
students to complete based
upon all standards
By September 1, • Swivl video recorder
2020, all seventh- • Video review
grade science teachers checklist from
at PMS will have
developed two lesson Knight’s The Impact
Cycle
plans showing how
they will incorporate • Identify questions
this virtual reality into from Knight’s The
their teaching Impact Cycle
practice.
• Lesson plan template
• Sample virtual reality
experiences to share
based on unit being
taught
• Formative assessment
for students to
complete after lesson
Pepperell Middle • Swivl video recorder
School seventh grade • Teacher lesson plans
science teachers will
have taught a lesson
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and how to improve in future with their students • Assessment scores

lessons using the virtual showing how much
reality headsets to was learned after
Teachers will have recorded and
increase student
reviewed their lesson (using the completing the lesson
interaction and
same video review checklist from • Comparison of
understanding for
Knight as in their individual
70% of students by student data (using
coaching session) before this
November 20, 2020. Google Sheets and
session.
common assessment
scores) between all
seventh-grade science
teachers
Host workshop series for seventh By May 1, 2020, two • Resource list for
grade science teachers to build out of three seventh virtual reality
lessons for each content subtopic grade science teachers experiences based
using at least one virtual reality will have incorporated
upon each content
experience at least one lesson for
each content subtopic subtopic
Workshop one-Gather resources:
(cells, body systems, • Lesson plan template
Teachers will decide which
resources to use in their lesson genetics, ecology, and • End of year
classification) to cumulative test
plans for their final three virtual
increase content
reality lessons. Teachers will write
knowledge of 65% or
lesson plans for these experiences.
more students.
Workshop two-Teachers will put
together supplies needed for
lessons.

Evaluation Plan

The purpose of this project is to provide students opportunities to interact with the

content using virtual reality and coach other teachers on how to implement this strategy. In order

to effectively evaluate the implementation of this project, there will be a variety of evaluation

items. These items include surveys that teachers will complete throughout the implementation

process, observations, tests completed by students, and coaching session interviews. The data

gathered throughout these evaluations will determine the effectiveness of this project and help
INTERACTIVE TECHNOLOGY IN THE SCIENCE CLASSROOM 11

me prepare for future workshops and coaching sessions with these teachers. At the end of the

school year, students will complete a posttest to determine what was learned throughout the year

which will be compared to their pretest score. Students will complete a survey that will allow

them to share their thoughts on virtual reality lessons and how these lessons impacted their

learning. Teachers will also complete a similar survey to share how virtual reality lessons

impacted their teaching and learning experiences. This data will help me in my professional

practice as I reflect and make changes to how I implement this strategy in my teaching practice

as well as how to improve my coaching skills.

Project Timeline

My project will be implemented throughout the 2020-2021 school year. I will begin this

project by surveying teachers to determine their current level of understanding towards virtual

reality and how it can be used to provide students opportunities to interact with the content. The

data gathered from this survey will help me plan and prepare the workshop series that will take

place during teacher pre-planning, provide teachers with proper resources to use throughout

planning and implantation, and determine how I will coach the seventh grade science teachers at

Pepperell Middle School to be most effective in this practice. Table 2 outlines the timeline for

completion of this project.

Table 2.
Project Timeline
Month Project Item/Activity, or Evaluation Item Hours
May 2020 Survey: Coach will create survey and teachers will 2 hours
complete survey about their understanding of how
to use virtual reality in the classroom
June 2020 Evaluate results from survey to plan workshop 1 hour
accordingly
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June 2020 Design Workshop Series: Introduction to virtual 30 hours

reality, research benefits and create handouts for
teachers, find and create explore activities, create
resource list and lesson plan templates
July 2020 Implement Workshop Series with seventh grade 15 hours
science teachers at PMS
July 2020 Survey: Teachers will complete a survey about their 2 hours
new understanding of how to use virtual reality in
the classroom
August Test: Students will complete pretest designed at the 1 hour
2020 beginning of year to determine content knowledge
August Observation: Teachers will video their class to get a 3 hours
2020 clear picture of “current reality” which will be
reviewed by both teacher and coach
August Individual coaching session with each seventh-grade 4 hours
2020 science teacher at PMS to discuss identify questions
from Jim Knight’s The Impact Cycle (2018)
September Create Google Drive folder with resources and 10 hours
2020 screencasts for teacher use throughout the year
November Group coaching session to discuss data from 5 hours
2020 student’s formative assessment scores after first
virtual reality lesson with all seventh-grade science
teachers at PMS
December Develop and implement workshop for areas teachers 15 hours
2020 feel they need more assistance in and for building
final 3 lessons to implement
January Meet with individual teachers to discuss continuing 3 hours
2021 implementation
May 2021 Test: Students will complete posttest to determine 1 hour
content knowledge
May 2021 Survey: Create and implement students survey to 2 hours
share their thoughts on virtual reality learning and
the impact it had on their understanding.
May 2021 Survey: Create and implement teachers survey to 2 hours
share their thoughts on virtual reality learning and
the impact it had on their teaching
May 2021 Coach will reflect on provided information and 5 hours
make changes for future implementation
Total Hours: 101 hours
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Resources Needed

Table 3.
Proposed Resources
Proposed Resources Specifications
Virtual Space • Google Drive (shared folder)

Physical Space • Teacher workroom for workshop space

• Teacher classroom for coaching sessions and modeling
strategies
Technology Tools • Virtual Reality headsets and smartphones
• Swivl video recorder
• Google Docs, Google Forms, Google Sheets
• Projector for workshops
Human Resources • Teachers to complete surveys, participate in
workshops, and implement Virtual Reality
• Administration support and approval
INTERACTIVE TECHNOLOGY IN THE SCIENCE CLASSROOM 14

References

Knight, J. (2018). The impact cycle: what instructional coaches should do to foster powerful

improvements in teaching. Thousand Oaks, CA: Corwin, A Sage Company.

Liou, W.-K., & Chang, C.-Y. (2018). Virtual reality classroom applied to science

education. 2018 23rd International Scientific-Professional Conference on Information

Technology (IT), Information Technology (IT), 2018 23rd International Scientific-

Professional Conference On, 1–4. https://doi-

org.proxy.kennesaw.edu/10.1109/SPIT.2018.8350861

Pepperell Middle School Profile (2020): Lindale, GA. (n.d.). Retrieved from

https://www.publicschoolreview.com/pepperell-middle-school-profile

Ray, A. B., & Deb, S. (2016). Smartphone Based Virtual Reality Systems in Classroom

Teaching — A Study on the Effects of Learning Outcome. 2016 IEEE Eighth

International Conference on Technology for Education (T4E), Technology for Education

(T4E), 2016 IEEE Eighth International Conference on, T4E, 68–71. https://doi-

org.proxy.kennesaw.edu/10.1109/T4E.2016.022