You read a concise guide and practitioners. No down – just uses this work, plus a research quote.
Scope. The “laptops” include AR / VR helmets here, smart watches / fitness strips and light intelligent glasses. Use them where they add a clear educational value: make the abstract ideas visible, capture performance for comments and improve access / security.
Instruction and practice
- Modeling of the AR / VR concept. Use a helmet to handle 3D structures (molecules, architectural forms, planetary movement). Students explain what has changed and why; Capture a screen recording from 30 to 60s in micro-evaluation.
- First -person demonstrations. Record the teacher’s point of view for laboratory configuration, art technique or store safety. Students replay, take a break and annotate the steps before trying the task.
- Acquisition of PE skills. Combine a smartwatch with a short forest (for example, racing form). Students compare video + cadence / HR data and define a specific technical objective for the next representative.
Evaluation and comments
- Process capture. Students carry a camera mounted on their heads during problem solving (mathematical evidence, wiring of a circuit). Submit a 2 -minute clip explaining the decisions. The teacher gives timetables.
- Objective effort data in PE. Use cardiac frequency areas to note effort rather than speed – more equitable for different fitness levels. Export a single zone summary attached to the section.
- Coaching / teachers coaches. Save the short lesson segments of the POV teacher; Examine with a tight protocol: what the students have done, a understanding, a change to try next.
Accessibility and support
- Live legends and translation. Intelligent glasses or paired applications provide legends on the screen or a translation on the fly during the discussion for learners D / DEAF / HOH and Multilingual.
- Visual braill. Low vision students use adjustable zoom / contrast to access details of printing or laboratory without leaving their workspace.
- Self -regulating prompts. Discreet intelligent strokes (breathing, stand / travel reminders) programmed around difficult tasks.
Logistics and security
- Coordination of excursions in the field. Push the step -by -step instructions and the dating pins to the chaperons; Teachers monitor group checks without calls for constant rollers.
- Laboratory safety. Distribute a dangerous demo of the teacher’s helmet to students’ screens so that everyone has a close view at a safe distance.
Implementation notes (which decide in advance)
- Goal first. Choose an activity objective by activity that the laptop allows uniquely (for example, “analyze the stride of the race with the cadence data”).
- Equity. Provide sets belonging to schools or partner kits; Never need personal apparatus for credit.
- Confidentiality and minimization of data. Deactivate unnecessary sensors; Store locally when possible; Get the consent of parents / tutors for video / biometric data.
- Class standards. Helmets are only when educated; no peers registration without explicit authorization; Visible “recording” indicator.
Research. The meta-analyzes find AR / VR produce modest and reliable learning gains when they are aligned with clear objectives and associated with comments (Merchant, Goetz, Cifuentes, Keeney-Kennicutt and Davis, 2014).
Start
- A lesson, a type of device, a learning artifact (for example, an annotated clip of 90 seconds) and a short reflection of the students (“What did the device helped you notice?”).
Related resources on teaching: educational technology • Project learning
