these technologies. Without these frameworks, the application of technology in the classroom can be superficial and can be unproductive. Another barrier is cost. The cost of the materials to utilize this technology can be pricey. In order to combat these barriers, it is important to equip educators with skills to integr Perceiving Ourselves and Others in Organizations ate this technology. As more technology is being released, educators should be aware of what is out there. Training is needed for both educators and students to understand how to utilize each augmented and virtual reality program to its fullest potential. Materials are becoming more user-friendly and require less programming skills. To deal with cost, there are some cheap and widely available options for virtual reality. One example of cheap virtual rea Perceiving Ourselves and Others in Organizations lity options incl Perceiving Ourselves and Others in Organizations udes cardboard with inexpensive plastic lenses for $10 or less that can be used as virtual reality viewers. One example is Google Cardboard, where a smartphone Perceiving Ourselves and Others in Organizations  or small tablet device can be used as a stable viewer to apply immersive virtual technology. This is the most basic of virtual reality, but can still be an effective way to have virtual reality in the classroom. Benefits of VR and AR There are many benefits to using virtual reality and augmented reality. According to the cone of experience theory, learners only remember 10% of what they read, but remember 90% of what they say as they perform an action by seeing a Perceiving Ourselves and Others in Organizations nd doing a simulation experience (Chih, 2007). Virtual reality can be treated as an application of experience learning where learners can experience conditions virtually. Virtual reality also allows for more of a hands-on experience which will help those that are kinesthetic learners. Virtual reality can also be a cost-effective option to use instead of taking groups of students to things like an art galle Perceiving Ourselves and Others in Organizations ry, museum, or place that may not be around the school. When it comes to augmented reality, students have reacted well using the t Perceiving Ourselves and Others in Organizations echnology both in and outside the classroom (Misty, 2014). Students can use augmented reality both independently or dependently. Augmented reality technology allows for more collaboration between students and teachers. Students have a sense of exploration and can become interested in learning more about a topic. Augmented reality can encourage students to a deep Perceiving Ourselves and Others in Org Perceiving Ourselves and Others in Organizations anizations er level with the tasks, concepts, and resources being studied through the use of information overlays. This encouragement can cause deeper and lasting connections between the student and information.>