Week 5 APP/Tech Tool Review

 EDUC 5313 APP/Tech Tool Review

Video Screencast Link: https://osuokc.instructuremedia.com/embed/9901d781-3bf7-4644-b2c5-92abc13589d9

Part 1 – APP/Tech Tool Review:

Shaderware VR interactive software for radiography simulation is one of the technology tools included in my lesson plan and the one I selected to review for this week’s assignment. The university acquired the software during the Covid-19 pandemic to allow students to virtually simulate equipment manipulation, radiographic positioning, and technical factor adjustments. While this is a highly specialized tech tool, it plays a crucial role in our students’ learning experience, as they use it weekly in the lab.

Information about the software is available at https://shaderware.com/; however, a license must be purchased in order to use the software. The university purchased a license that enables our students to download and use the software on their personal computers. Shaderware, Ltd. also provides an excellent tutorial video on YouTube, which can be access via the following link: https://www.youtube.com/watch?v=67Boyn-3qes.

Shaderware VR allows our students to practice patient positioning, equipment manipulation, and X-ray exposure technique adjustment in a virtual environment, without the use of ionizing radiation. It also allows them to develop these skills remotely, eliminating the need to be physically present in the X-ray imaging lab.

Using Kolb’s Triple E Evaluation Rubric (2017), I rate the software 17 out of 18, reflecting a strong alignment between technology and learning objectives. Engagement in learning is indicated by student motivation to learn, and they stay on task. The software fosters engagement and learning by keeping students motivated and on task. It enables them to actively participate in a virtual environment, performing the same tasks they would in the lab and clinical setting. Learning is enhanced through a progressive approach, starting with equipment manipulation, then advancing to patient positioning, and finally mastering technique adjustment and image evaluation. Additionally, the software extends learning beyond the traditional school day, serving as a bridge between classroom instruction and real-world experiences, all while eliminating the risk of radiation exposure to love patients.

Part 2 – Video/Screencast – Content and ISTE Standards to be Addressed:

(*Please refer to link at the top of the page for the video/screencast).

Content Standard(s): American Society of Radiologic Technologists (ASRT) Curriculum Standards:

Mathematics and Reasoning: 1) Demonstrate skills in analysis, quantification, and synthesis. 2) Apply problem-solving or modeling strategies.
Information systems: Use technology to retrieve, evaluate, apply, and disseminate information.

ISTE Standards for Students:

1.1.c. Empowered Learner: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
1.1.d. Empowered Learner: Students understand fundamental concepts of how technology works, demonstrate the ability to choose and use current technologies effectively, and are adept at thoughtfully exploring emerging technologies.

1.5.b. Computational Thinker: Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving.

Shaderware VR technology allows students to meet both Content and ISTE Standards. While it is an advanced tool specifically designed for radiologic technology students, with proper introduction, they can effectively demonstrate positioning and technique manipulation skills. The software also enables students to synthesize prior knowledge with hands-on experience, receive feedback from image acquisition, and critically to make necessary adjustments to the acquired images. 

Part 3 – APP/Tech Tool Reflection:
Several ISTE Standards for Educators were addressed in the completion of this assignment. The standards I believe are met through the use of Shaderware VR are listed below:

2.3.c. Citizen: Educators mentor students in safe, legal, and ethical practices with digital tools and content.
2.5.b. Designer: Educators design authentic learning activities that align with educational standards and use digital tools and resources to maximize learning.
2.6.b. Facilitator: Educators manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.
2.7.a. Analyst: Educators provide alternative ways for students to demonstrate competencies and reflect on their learning using technology. 

The Content and ISTE Standards for Students that would be addressed through student engagement with the technology featured in my video screencast are those outlined in Part 2 of this assignment. Using Shaderware to supplement hands-on activities in the energized X-ray lab allows radiography students to apply their problem-solving skills without the risk of ionizing radiation. As a technology-based tool, it keeps students engaged while enabling them to make unlimited exposures. They can test theories and receive immediate feedback through image and technique evaluation within the software. Additionally, because the lab is instructor-led, students benefit from real-time feedback and the opportunity to ask questions as they arise. This feedback is crucial in helping them synthesize didactic knowledge with practical skills. By applying classroom fundamentals, collaborating in small lab groups, and troubleshooting together, students enhance their learning experience.

I currently supplement the Shaderware VR activities in the lab with guidelines for exposures and techniques to be used. However, if I were to create another “how to” video in the future, there would be aspects I would change to improve the learning experience. I would break the content into several shorter videos, each no longer than five minutes, to make the material more digestible and easier for students to follow. I would also consider adding checkpoints at the end of each video to give students an opportunity to practice the material and ask questions. While the software includes a user guide, most students tend not to use it. Therefore, providing a concise, easy-to-read troubleshooting guide for common issues would be beneficial.

References:

ASRT. (2022). ASRT Radiography Curriculum. Radiography curriculum. https://www.asrt.org/educators/asrt-curricula/radiography/radiography-curriculum

ISTE. (2025) Standards. Retrieved February 16, 2025, from https://iste.org/standards    

Shaderware. (2018). Radiography training using 3D interactive simulation. Retrieved February 16, 2025, from https://shaderware.com/

Triple E Framework. (2017). Triple E Framework. Retrieved February 16, 2025, from http://www.tripleeframework.com