Friday, March 14, 2014

Augmented Reality

Students in ED 407 Emerging Instructional Technologies have been learning about augmented reality this past week. Augmented reality takes many forms - from complex and expensive to simple and affordable - with this in mind, students were asked to create two scenarios (K-12 and Jr/Sr. level college of ed) showing how augmented reality could be used to enhance the teaching and learning environment. Additionally, there were asked to discuss the social, emotional and physical pros/cons of the implementation. The following scenario is a great example of using augmented reality to positively affect the teaching and learning environment in a K-12 science classroom. Kudos to Miranda and Diane.

Augmented Reality
K-12 Scenario:
"But I've Never Even Seen a Real Volcano"
(Science/Language Arts Lesson)
          Mrs. Smith's third grade class is reading an expository text in language arts titled, "Volcanoes". Mrs. Smith has covered the vocabulary terms with her students, and they have read the story twice as a class. She has also shared pictures and video clips with her students. However, Mrs. Smith notices that her students are not truly understanding volcanoes. What is her solution? Mrs. Smith has access to special glasses that turn blank space into a 3D virtual image that can be explored and manipulated by her students. She decided to use these glasses (her classroom has two pairs) to set up a volcano center during center time for a week. She places additional books on volcanoes, handouts on volcanoes, and the glasses at the center. In the center the students also find instructions on how to use the devices. 
       Students can use the glasses to see a virtual 3D image of a volcano. They can rotate the volcano to view different angles, and they can also choose to view an erupting or inactive volcano. The students can also "split" the volcano in half and view the inside of the volcano. The glasses even have a special feature that allows the students to "tap" an area on the image and quiz themselves. For instance, Sally taps the red fire pouring out of the volcano and says "magma". The glasses then show a green check mark to show Sally she has answered the question correctly. This isn't all! Sally can also "tap" the magma in order for some fun facts to be displayed.
       It turned out that Mrs. Smith was right on track in deciding to use the glasses to help her students understand volcanoes and the vocabulary associated with them. Most students, in fact probably all of her students, have never had the opportunity to see a real volcano. Therefore, the glasses allowed the students to see, inspect, and experience a "real live" volcano without ever spending money or leaving the classroom.
      This scenario is a great example on how teacher's can use augmented reality devices to help students learn about things that may normally be "out of reach" due to safety concerns or money constraints. This scenario also shows how students can use augmented reality to learn more on a topic in an interesting and engaging way. Augmented reality also allowed the students in this scenario to explore on their own and decide just what parts of a volcano they wanted to learn about.This allows the students to have some control of their cognitive development. It also helps them develop physically as they learn to manipulate the glasses to perform the tasks they wish to perform. This "self-exploration" also encourages the student to love learning and gives them self confidence when they are proud of what they accomplish on their own or are able to do by themselves. The two students in the center can also discuss and teach one another how to use the glasses. This helps them develop social skills.

Monday, February 3, 2014

Horizon Report Reviewed

This past week, ED 407 students reviewed the Higher Ed and K-12 Horizon reports. Information learned was presented digitally. All students did a very good job and learned a lot about what to expect in their future classrooms from this very valuable resource.

Top picks for presentation best practices are (drum roll....):
While these presentations are very similar in content and format to others, what I liked best about these is the auditory appeal of the presenter. In both videos, the presenter "talked" to me about the technologies, as opposed to "reading" the presentation.

All submissions needed more zooms and graphics, for a more visually appealing presentation.

Friday, January 31, 2014

Flipped Classroom Time

Students in ED 307 ventured into the flipped classroom craze this past week. They created animated videos about the content they learned. This weeks top pick (drum roll please).....

Wednesday, November 13, 2013

Teaching with technology

Cowan's TECH SAVY ED 305 students have been at it again.... this week they played around with Prezi and Jing and created some really great "teaching with technology" presentations. I must confess that I am quite pleased with the outcome of their hard work - I have, BY FAR, the BEST group of ED 305 students on campus this semester.....

While there were many very well organized and presented presentations, the one that shone the brightest was by Kelsey Turner: 


Wednesday, October 9, 2013

Muscle Shoals PE Teachers Get TechEd!

Tomorrow I will be presenting an in-service session to Muscle Shoals PE teachers. The session will focus on using video in the physical education class. 

Google Drive Links:

Training document: This is the document that provides an overview of everything covered in the session

Tuesday, October 8, 2013

SoftChalk Time

It's SoftChalk lesson time again in ED 305 and this semester the students, as expected, did a really great job. The following submission leads the group. The work is excellent! Great job, Shauna!!!