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The article presents Augmented reality (AR) as a step between reality and virtual reality for the benefit of education. After some introductory example of where AR heads, the technology will be explained itself. Then, I describe the modules of the AR that are developed and how it can be used in university courses and activities.AR is the mid-point on a continuum between the real physical world around us, and the virtual digital world online superimposing information on our sensory experiences as we move through time and space. Viewing physical objects through a mobile's camera, AR uses image recognition, geo-location, the device's accelerometer, and online databases to provide information relevant in time and space to the user. Research continues into different interaction methods and display possibilities making engagement with online data more natural and intuitive. The article explores current research in AR and associated technologies in order to understand possibilities for learners today and in the future.This literature review focuses on AR for learning that utilize mobile, context-aware technologies (e.g., smartphones, tablets), which enable participants to interact with digital information embedded within the physical environment. Summarizing research findings about AR in formal and informal learning environments (i.e., schools, universities, museums, parks, zoos, etc.), with an emphasis on the affordances and limitations associated with AR as it relates to teaching, learning, and instructional design. As a cognitive tool and pedagogical approach, AR is primarily aligned with situated and constructivist learning theory, as it positions the learner within a real-world physical and social context while guiding, scaffolding and facilitating participatory and meta-cognitive learning processes such as authentic inquiry, active observation, peer coaching, reciprocal teaching and legitimate peripheral participation with multiple modes of representation.

Men's violence against women and persons of lesbian, gay, bisexual, and transgender (LGBT) identity is a phenomenon that is rarely discussed in the mainstream media except in its Most horrendous and sensational forms. Even rarer is a discussion of a culture of mascul- inity in U.S. society for example that condones and in large part perpetuates men's violence against women and LGBT persons. In the media, men's violence is invisible or assumed as "natural" and thus inevitable. While the media's debate on masculinities and violence has been relatively silent or superficial, the scholarly debate on men's violence is vibrant, and a growing men's movement is challenging misogynistic discourses and violent aspects of masculine cultures.

This article analyses the research question of how learners utilize hand-held mobile technology for learning of children. Mobile technology is an "anywhere, anytime", creative learning tool that has the potential to support the development of self-regulated learners. The article examines user defined utilization of the mobile technology in elementary education settings: a comprehensive examination of the integration of digital mobile technology in an elementary school. Specific student use, independent of prescribed teacher use, is considered in examining the self-regulated learning supported by the mobile technology.

Głównym celem prezentowanego artykułu jest przekazanie wiedzy o potencjale edukacyjnym kultury cyfrowej, infrastruktury m-learningowej i jej treści edukacyjnych w obszarze wczesnej edukacji. Tekst prezentuje wzorce uczenia się, poznania i działania dzieci w ramach nauki i socjalizacji tak i w rodzinie, jak i w szkole oraz gotowości nauczycieli edukacji wczesnoszkolnej do uwzględniania podstaw edukacji cyfrowej w ich praktykach zawodowych. Wyniki badań są niezwykle istotne dla pedagogiki wczesnej edukacji, innowacyjnej pedagogiki, cyfrowego nauczania i socjologii edukacji w Polsce.