A student opens a book to what appears to be a page with a picture of the earth on it. Then, the student puts on a pair of special glasses and a three dimensional images pops out at them. Now, instead of seeing a simple, flat image, they can see various landforms; look at a cross section of the planet to see all of the various layers going down to the earth’s core. Picture a student walking through an art gallery and scanning a code next to a picture using a special app on their cell phone and then being able to watch a video of the artist speaking about their own work. This is all possible today because of a technology known as augmented reality. Apps and other educational devices act upon trigger images to create an augmented learning experience. Here’s something else to imagine: Middle school students in a rural classroom, more than 100 miles from the nearest major city are told that they will be spending the day touring a science museum. There are no buses to take them anywhere. Instead, the students are each given a pair of inexpensive virtual reality headsets that have been constructed largely from cardboard, and a glove. With just these two items they are able to virtually walk through the museum, page through books, watch presentations given by docents, and view any image they want from any angle. What does all of this mean for the classroom of the future? It means that geography and finance will cease being a barrier for teachers who want to give students access to enrichment material that can only currently be found outside of the school building. It also means that various learning styles can be accommodated by adding sound, video, images, and interaction to what used to be a text based, 2 dimensional world.