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Using VR to bring Geographical examples to life. For example, for physical geography landforms, we can use VR to 'bring' students to these places, thus bringing Geography to life for them. This way, they would not feel that Geography is confined to a classroom or just the world around them, it is found in everything. The 'big' places that they can visit through VR and in their everyday lives. This help to inculcate a love for the subject in students

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The technological tool was able to make learning more immersive, where students can get to learn through play. This allows for learning to take place naturally, where this form of experiential learning could be capitalised for a more authentic learning experience. for example, the VR headset could be used in SS to allow students to explore the different societies or used in history for students to learn historical empathy through immersing themselves in the war. The emotions that these technological tools can provide is an important learning objective that is hard to replicate through just chalk and talk

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One of the technologies that I think would be useful for learning is the animation platform. Although it is a simple technological tool of animating images into video, it offers a wide range of possibilities in terms of having students exercise their creativity to create storylines and visualise them out through this animation tool. This can be used in language classrooms when conducting lessons such as writing and speaking where students can create and make use of the animation to write or say out their story , training the writing and oral skills.

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The use of the stop motion video app was quite interesting-- with reference to narrative writing, it could be helpful in allowing children to make their stories come to life using common objects (e.g. toys, or even stationery). Not only is there potential for collaborative learning as student negotiate how to build their narrative, it is helpful as children can go through the different stages of drafting a script, storyboarding, and finally creation. This touches on several different areas of creative thinking, and can cater to a variety of learning styles and strengths. This also leans into areas of multimodal learning; children explore storytelling and narrative writing beyond just the linguistic element, and expand into areas of audio, visual, gestural, and even spatial modes as well. This can help children acquire a more comprehensive understanding of how to engage in immersive storytelling by rooting their learning in authentic and engaging experiences.

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Virtual Reality allows for gamification to take place to make learning of geography content more fun. There was a Whack-A-Mole game that was used for math multiplication earlier, but I do think that there are similar applications available to test for students' geography knowledge in a similarly immersive way. This is a good way to introduce technology into every class for fun learning.

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I believe that VR can be used in Chinese lessons, especially for storytelling. The immersive storybooks can allow students to feel the scenes, sounds, and feelings of the characters more directly. Students can better relate to the story and understand the flow. The use of VR can also make learning more engaging, triggering students' willingness to learn. This can promote active learning as students can explore and learn on their own, which helps them to think and enhances the learning experience for them.

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I think VR is really useful for teaching students chinese literature. For example, we can let them have an immersive expereince of what the author has describe in the poem/ text. This allows them to better understand the feelings that the author is going through. VR is also useful to give context for students creative writing. We can simulate locations, sounds and sights, and allowing them to write an essay based on what they see and view. This helps to promote active and authentic learning. The motion video creator is useful as an alternative tool of assessment where students can use the motion video to show their understanding of the text.

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stop motion technology: can be included in lessons to allow students to come up with a story, based on the different characters provided and video it using the stop motion technology. Students in group, will then view each other's video created, and write out a story based on the characters and plot in the video. This will activate learning how to describe scenes in English phrases as well as promote collaborative learning in students as they work together.

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i can see the drone being used in multiple ways, eg. in physics class where the drone serves as a subject of investigation, students can learn about how the drone operates based on physics theories. the drone can also be used to aid learning for eg. in PE classes where the drone can be used to get high quality close up videos of students' performance and students can analyse their videos with the teacher back in class. Another way is for the drone to also be used as a subject of comparison to real-life animals or insects in biology class, where students can try to relate the physical components of the drone to similar features in a insect, the purpose of certain features etc, enhancing learning

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one technology that i found relevant to teach english was the stop motion tool, that would be helpful for students to do show and tell in a different manner. instead of the traditional presentation mode, students can use the stop motion tool to film their stories, and add a voice over narration to their videos. this can also be helpful for teaching the social studies syllabus, whereby students can film a video encapsulating the change and continuity of the country that they have learnt about.

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The VR experience can be used in language classrooms.

For example, we can use it to create an immersive storybook experience for students. We can use 360 pictures or videos in the VR experience, then add in some features from the storybook like the characters. Students can move between different scenes and also answer some questions / finish some tasks. With these, students can have a better understanding of what's in the story, which may help them gain interest in reading, then improve their comprehension skills.

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Students can group together to explore animation.

As they explore the tool, they would be able to find out for about the stages that animators go through when animating.

Students could start with found objects first but later move on to using clay so they can introducing more movement into the animations.

As such they can learn at their own pace and create meaning for themselves.

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AR - Learning biology structure

Some internal structures of the human body are complex and hard to understand using a 2D picture.

Using AR, combining 2D and 3D simulations can help students have better insight into the structure, and relate the 2D to the 3D.

Approach: Design task that require students to color a part with different color and explore AR. Afterward, let them fill the worksheet

VR: Ecology or Ecosystem Exploration in Foreign places (Sahara Desert, North pole,...)

A trip into digestive system

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Drones are good material for discussion and authentic learning in a physics/math classroom. For physics, the teacher can show the drone pushing down the air to elevate itself, leading to a discussion on possible hypotheses, thus achieving active learning. Then can move on to talk about applications of drones and the inherent dangers of it, achieving authentic learning as well. In Math, we can use it to teach the topic of rate/speed. Measure the distance of the class and record the time taken to fly across classroom. Then can relate it to real life scenarios such as flight time etc.

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There can be a lot of potential for VR to be used in teaching physics. For instance, real life scenarios relating to physics concepts can be simulated through the VR, such as the dynamics and kinematics of riding on a roller coaster, and students can experience it in rather great detail through the use of this immersive technology. This can allow students to better understand and appreciate the application of physics concepts in everyday life, inculcating a greater interest in the subject as well.

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Drones can be used in a physics/math classroom. Can be used to do rate/speed. Measure the length of the room and the time taken to travel that length. Then can discuss about real life situations such as flight timings. Thus achieving active & authentic learning

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I can see how the Stopmotion tool can be used in art classrooms to explore animation.

It helps activate students learning where they can move at their own pace as they explore what it means to construct a narrative in animation. Having to construct a narrative teaches students how to think ahead.

The lesson could be structured in a way where the stop-motion activity is a group activity. As such, students will learn to communicate with each other.

Perhaps to extend learning such that it is more authentic, the props used could include more malleable materials such as clay. In this way, students can start to explore animation techniques like squash and stretch.

The other tool that I think will be helpful is VR, because it can be a priming activity for students in exploring game design.

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The stop motion and green screen tools have potential to be used as mediums for students to explore during art lessons. they can independently use stop motion to create narratives or draft storyboards for larger projects more creatively, engaging them in active learning. green screen tools can also be used in their video projects

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VR - First time hands on, i think it could be incooperated in a very good way, but careful it does not too gamefication like. but it could defenitly be used in Math, as we saw the wack a mole, with the math questions, and difficulty meter with multiplication,division, addition and subtraction.

Stopmotion - can be used as a representaion of a assingment, so students can turn in movies or whatever they like to represent with a paper, document or a stopmotion movie using storytelling.

i could implement in history as a good way so i can see what the students understand further than words.