Starting a unit on the Quadratic Formula? Have students scan the following AR trigger with the app LAYAR. It will take students to a Do-Now Tellagami which asks them to find out five facts about the quadratic formula — great for stimulating thought at the beginning of a unit.
Concept snippet in preparation for a book that my class is going to be writing I wanted to get them thinking about math vocabulary. Have students scan the following AR trigger image with the app LAYAR. It will take them to video on my You Tube Channel which asks them to list as many different algebra vocab words that are associated with different letters of the alphabet. Great for math literacy…
I just finished a great chat with fellow ADE Jonathan Nadler. He turned me on to an app called Beecon that works quite well with my new iBeacons so I had to share it. My Beacons now have names and the app helped me program my iPad to get special notifications when I get close to Mr. Green, Mr. Purple, or Baby Blue.
Next stop my school. Tomorrow I will have one of my students get up a school zone in my classroom. I promise to document to progress with this exciting technology.
Here is the link to this app in the iTunes Store
I had the good fortune of attending a Google Glassbasecamp at Chelsea Market in NYC today. Once I put on the wearable technology my mind was spinning thinking about all of the implications and possibilities for the advancement and progress of student learning. I will be purchasing a pair soon because I got the Golden Ticket to buy them today at the event. I am looking forward to joining the Glass Explorers and I will be documenting this exciting new ed tech twist on my blog. STAY TUNED!!!
In my forensics class we are exploring how Google Glass can be used to fight crime. Have students scan this AR trigger with the app LAYAR. It will take them to Tellagami that asks them explore how the NYPD will use facial recognition software with Glass to help fight crime. This made for a great discussion in my forensics class. Perhaps you can use this in your own learning environment.
I had my first exposure to wearable technology this past January at the wonderful Educon conference in Philadelphia. I attended a conversation on wearable technology that was led by fellow ADE’s Christine DePaulo and Chris Penny. Not only was the session amazing but there were so many people at the conference who were walking around with them on that I started having the itch to use them in my classroom. Well, this weekend I will have the opportunity to scratch that itch when I attend Glass Basecamp in New York City.
So my students and I have been investigating ways that we could use Google Glass in our learning environment. And I have to say that GLASS ceiling looks high in terms of raising the bar for learning…
#1- The ability to gain an additional view of lab experiments. We have had a lot of fun turning our science experiment into iMovies and iMovie trailers. However, when I am doing a lab demo – the students shooting me from at least 2-3 feet away. The ability to shoot a complex chemical reaction through my eyes will extend and expand the knowledge and perspective of my students.
#2- The ability to access student meta-cognition. In math class my students often make their thinking visible by using screencasting in apps like Explain Everything and Educreations. However, with Google Glass I can take screenshots of my students math work and add it to a database in my Google Drive. At the end of the unit I can assimilate all of that data and use it to track student improvement.
#3- I also can record my own teaching and record it in the TED Ed flip machine. Woo-hoo!
#4- Those of you who are familiar with my work know that I am a huge proponent of the role of Augmented Reality in education to support student outcomes and engagement. This adds another LAYAR to Augmented Reality. I imagine created interactive augmented reality games inside my classroom also the AR feature in glass could be a big plus when we go on field trips.
#5- The ability to extend and expand the learning by creating Google Hangouts with the Glass.
I am sure that once finish Glass Basecamp I will have an even stronger “vision” of what this can look like in the classroom.
In my effort to push the boundaries of the relationship between technology and education… I am constantly on the lookout for new and interesting entities that will make my 21st century classroom a place of constant and relevant engagement.
I recently saw a video about iBeacon technology that was made by my ADE colleague Paul Hamilton who was the first person in the world to pilot this technology in the classroom. My mind began to spin thinking of the possibilities. My kit arrived in the mail today…
I am now in a state of cognitive dissonance.(yes, that is a reference to my man Vygotsky) I have creative visions of how I want to implement this technology in the learning environment. However, I realized tonight that I have quite a steep learning curve with the back end architecture and implementation of these devices. That is exciting and I welcome the challenge.
I am grateful to have people all over the world — developers and ADE’s who can support me in this endevour. I look forward to documenting my learning curve with this new context based technology here on this blog.
Looking for a high interest activity? Have students scan this AR trigger with the APP LAYAR. It will take the class to a newspaper article about the how the NYPD is testing Google Glass as a potential crime fighting tool. This generated an excellent discussion in my forensic science class. Perhaps you could use it in your own learning environment.
Well, this is the week of the school year that we administer the state tests. Because of that I have to hide/remove many of the paper Augmented Reality Triggers that decorate my classroom walls because they are rich with knowledge. As I was looking at my classroom today I was inspired to see how the collection of Augmented Reality triggers had taken over the physical space so it inspired me to take a panoramic shot with my iPhone.
21st Century vs. 20th Century classroom
Once I looked at the panoramic footage I was overwhelmed with thoughts and ideas so I had to blog. While there are still many traditional 20th learning objects in my classroom(I teach in a public school) chairs and desks etc. — these objects fade into the facade in the panoramic photo. What catches the eye is the large number of AR triggers that litter the walls of my learning space. What is wonderful is that each piece of paper on the wall is a separate bundle of knowledge which tells its own AR story.
Four Big Ideas of AR
AR Researcher Helen Papagiannis once spoke in a TED talk about the four phases of wonderment that frame the Augmented Reality experience: delight, curiosity, inquiry, and action. This is related to the student behavior in my room. Augmented reality “triggers” high levels of engagement. The technology is what Dr. Ruben Puentedura would call a “curiosity amplifier”. The AR technology piques student interest which drives them to a course of action: to get up out of their seats, scanning the AR content, and actively engaging in the tasks of their 21st century learning environment.
As Christopher Dede notes from his perspective at the Harvard Graduate School of Education, “You can’t just sprinkle 21st century skills on the 20th century doughnut.” I think we threw the doughnut out the window.
I had the good fortune to work with many different teachers from different content areas last week helping them create augmented reality. Are your language students working with a mindmap? Have them scan this AR trigger with the app LAYAR. It will take them to a You Tube video that explains the concepts behind mindmapping. This activity resulted in high levels of engagement in my school. Perhaps you can use it in your own language arts class.