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AR is only one technological resource in its infancy of application within Extension.

However, unlike some field-specific technological developments (e.g., drones, biotech), AR has the potential to influence multiple realms of Extension, such as agriculture, family and consumers sciences (FCS), and 4-H.

In the article, I provide a clear definition of AR and an explanation of how it differs from virtual reality, followed by examples of AR applications within and external to Extension.

I describe the origin of, development process for, and lessons learned from an e Xtension Foundation–funded AR project in the hope of offering a roadmap to others.

It is nearly comical to envision our daily work without technology.

The ubiquitous nature of the Internet, mobile technologies, smartphones, email, and so forth has indelibly changed how we conduct our work, as well as the work itself.

The has detailed the evolution of technology's influence on Extension educators' work since Levine's 1995 article sharing the imperative for professionals in our field to embrace technology's presence and potential.

Hosting information in a real-time, accessible format that requires little of the user other than what he or she already has available is essential to continuing our mission.

Using AR technology to extend knowledge directly to consumers integrates and embodies Extension's innovation and outreach mind-sets.

The core technology detailed herein is AR, which differs significantly from virtual reality (VR).

Kroll (2016) provided working definitions of AR and VR, stating, "Augmented reality (AR) is creating layers of digital information on top of the physical world that is viewed through an Android or i OS device.

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