Intel's Compute Stick

Intel recently released its $150 Compute Stick, and its selling point is that it will turn any HDMI screen into a computer. This drastically changes the market for computers and for businesses, schools, and hospitals. You can now take your computer any where in your pocket. Since it has Windows along with built in Wifi, RAM, and 32 GB of storage you can access your e-mails, update documents, video conference, and more! Staying connected is now even easier!

 

The Intel Compute Stick has the potential to change technology in education. Newer schools are already being equipped with large displays with HDMI ports. With the capability of the Compute Stick, teachers could shift from having desktop computers or personal laptops. The stick could also plug into any HDMI projector so lessons can take place anywhere even if an HDMI display is not available. Have you ever gotten home and forgot to send a document to the cloud, save it to your jump drive, or e-mail it to yourself so you could work on it from another location? Well now with this stick, all of your documents can go in one place and travel is a breeze. I can see this stick affecting whether or not everything we do gets saved to the Cloud. As for students, they now have access to Windows based computers for the same price as our Chromebooks; however, the price of purchasing the display could be a downfall of the Compute Stick. As this technology progresses I believe we will see it used in a variety of settings and learn more of its advantages of use in education. Individual uses and needs of a PC will determine how well one likes the Compute Stick since it is missing additional USB ports and Ethernet port.

The following video highlights some more of the pros as well as a few cons of the Compute Stick. 

Socrative

Socrative is a student response tool that works on any type of device. It is so much more than an old clicker system, and in my opinion, Socrative has thought of everything! The best part is that it is completely free! Students and teachers have two different experiences in Socrative so let's take a look at the teacher experience. Teachers login into their account either on the teacher app or at www.socrative.com, and create a room. This room is what students will join later. Teachers are given the choice to create a a quiz, an exit ticket, a team game challenge called a Space Race, or teachers can create quick questions as they are teaching. Teachers can choose from multiple choice, true/false, and short answer questions. As students take the test, you see the student responses in real time. The best part? You can download student reports of all of their responses or the class responses. If you're a Google Drive user, you can download reports to your Drive. One other great thing about the Socrative Teacher account is that you can create quizzes and use them later, share them for other teachers to use, and find quizzes and questions shared by other teachers around the world.

For students, the process is so simple. Students login as a student using the room number using the student app or the website. No names are used in the free version so it might be a a good idea to make the first question the student name. Then, students immediately start the quiz, answer the question, etc. Teachers can choose the features of the quiz so students might receive feedback on their answers, or using the space race, students can see who is in the lead.

If you are using Socrative for multiple classes, with the free app you would have to clear your room after each period to avoid getting everyone's answers mixed as one class. However, the company recently launched a paid version called Socrative Pro adding additional features. These features allow you to actually add different rooms and assign up to 150 students in each room. This allows you to assign certain content to certain rooms. You can also add other features like timers and have the ability to manage multiple live events at one time.

Socrative allows for any type of quiz or questioning system even on the go. Teachers can choose whether or not to show student responses on the screen or to hide the responses. The free version is definitely worth it, and if you love it then you might find the paid version to be right for you!

For more information take a look at these videos.
Socrative & Socrative PRO Overview from MasteryConnect on Vimeo.

Augmented Reality Now and in the Future

Article Summary:
Augmented Reality (AR) is the ability to overlay digital content to the physical world through the use of a smart phone camera or other smart device. Augmented reality has been used for several years and is slowly gaining popularity for marketing purposes, business opportunities, and location purposes. In Implementing Augmented Reality in K-12 Education – Analyzing Current trends (2016),  Clemens, Purcell, and Slykhuis discuss how augmented reality is being used specifically in the world of education. The research followed other studies on AR and found that more augmented reality apps or programs were tailored for elementary students over any other grade band. Research also found that most of the AR apps focused on the Science discipline by a large majority. After analyzing other research conducted on AR from 2011 to 2016, the researchers found that 18 studies found AR to have a positive outcome.

Clemens, Purcell, and Slykhuis (2016) found five positive learning benefits for using augmented reality in the classroom. These are collaborative content, visualization of content, student centered learning environments, increased student engagement, and diverse learning potential. Research shows that AR works well in environments where students are encouraged to collaborate. Augmented reality allows students to interact with one another and the content. Since AR produces images in 3D, the researchers found that "there was support for AR to provide opportunities for visualizing concepts that were more difficult to gain understanding through printed text, media and traditional content delivery" (Clemens, Purcell, Slykhuis, 2016, p. 1962). Augmented reality tends to be more utilized in classrooms that are taught using a flipped classroom approach of project based learning so students have a deeper understanding of AR(Clemens, Purcell, Slykhuis, 2016, p. 1962). Students showed higher levels of engagement across all grade level when using AR, and AR seems to be a good tool to utilize with students who are visual or kinesthetic learners.

In addition to the positive benefits, the researchers found four limiting factors of augmented reality in education. These include the novelty effect which just means that students might not be as interested once the new feeling wears off. Another limiting factor is what Clemens, Purcell, and Slykhuis call the cognitive overload. The numerous stimuli present in AR can be a distraction to some students, and occasionally students prefer the original method when compared to augmented reality. The other two limitations are technology glitches and immature research base. Since AR is a relatively new concept for widespread use, users have experienced technology malfunctions. Research behind best practices for Augmented Reality is also very limited so as of now since the use of AR in education is only in the crawling phase.

As the technology continues to develop, the potential for AR in education will become clearer. Based on the available research, Clemens, Purcell, and Slykhuis (2016) note that "AR can lead to more efficient or productive implementation and adds depth of learning when added to current curricular practice" (p. 1964). Due to the positive benefits of using AR, teachers should be familiar with the concept and understand how it could be used with content. As educators prepare to teach the next generation, they must acquire the knowledge necessary to implement emerging technologies such as AR in their field.

Access the article at http://aumnicat.aum.edu:2619/p/171957.

Implications of AR:
Augmented Reality is already being used for digital marketing, location services, and as manuals for products. I am most impressed with the use of AR for marketing purposes. It is so neat that you can actually see furniture in your home before you purchase, see your walls painted a different color, or see products assembled before you purchase. However, there is so much more we could do with augmented reality. In my own field of education, I think we could use augmented reality for school tours, interactive content such as science experiments, and allow students to create their own aura. In the future I believe we will see AR used to show how clothes would look on us so that we do not have to try them on. I also think road trips will look completely different as travelers could be immersed into the towns that they pass through. Finding somewhere to eat would also be less of a hassle because you could scan your area and automatically be notified of the restaurants in your area with menu options provided. The potential of Augmented Reality is yet to fully be understood. As mentioned in the video, "It's really going to come down to devices. We can only go so far with this software." As the technology progresses, Augmented Reality will evolve and become more commonplace in our world.

Bring Your Own Device (BYOD)

Bring Your Own Device (BYOD) is an initiative that many school districts are adopting to allow students to bring their own device (smart phone, tablet, etc.) to school for curriculum purposes. By allowing students to use their own device, school districts save costs of purchasing these devices and save on resources by not having the technology staff be responsible for updates for the hundreds of devices. BYOD has many advantages, but it also brings about several disadvantages. One advantage is that all students can have access to digital content especially if all students already have smart phones. However, since the students bring their own device they must be responsible for ensuring it is up to date, charged, and can access the material. This can occasionally present problems. Another benefit is that students are able to collaborate and participate digitally which typically leads to increased engagement. This means that group projects can work easily, but when all students have devices they can be easily distracted by text messages, social media posts, or other websites or apps.

I think Bring Your Own Device is a great trend that works well overall. As a teacher, I love knowing that I can plan an online quest or other digital assignment and everyone will have a device. If someone doesn't have one that day they can easily pair up with another student. To me, this makes teaching and learning exciting and engaging through the use of apps and tools such as Show Me, Evernote, and the Google Suite. My district has recently gone 1:1, and I can say that it is easier when everyone has an assigned device; however, students miss out on so many opportunities when technology is not utilized.

BYOD can present problems so teacher management is crucial. Some schools that I am familiar with implemented the use of the "Cell Jail" where students place their cell phone in the assigned pocket of a pocket chart. Then, after the teacher presents the content and students are ready for the activity, the students can use their phone to complete the activity. Another teacher has the students to drop them in a basket. From what I have seen, it works for students as long as the expectations are made clear and students know that they will be able to access their device at the correct time.

When I think of digital equity and lower performing schools my first thought is that technology can help all learners, no matter the school, access the same content. I know, though, that often times lower performing schools have a much different demographic than its higher performing peers. I used to teach second grade prior to becoming a library media specialist. In my experience, our students did not all have devices to bring, but we had more technology in our school than other high performing elementary schools in the district because of Title I funds. I think teachers will have to be more creative with accessing the content if the number of devices is an issue. I also believe that if they are a lower performing school then maybe changing instruction methods could be a positive change. I think these teachers could gain support from fellow teachers and even those at other schools who have devices to understand how they are using them in the classroom. The district technology staff might also be of service to these teachers. In the past I have been guilty in the past of making statements like "we can't do that because ___," and this is not the correct response. Like I said, these teachers might have to be more creative, but we have to be flexible to ensure that all students are successful whether they can bring their own device or not.

Teacher professional development will need to shift towards technology and technology integration once a school or district adopts a Bring Your Own Device policy. Teachers will also need to be willing to research about technology integration in their field. There are many conferences available to learn how to use technology in education, and teachers might need to attend conferences or workshops for hands on training.

In my opinion, if students do not learn to use technology to access information, to gain insight, to research, and to collaborate then they will be lacking schools necessary to succeed in the work force when they are older. I hear this generation of students say "Ask Google," and while Google can provide many answers, they still need skills such as typing, using the Cloud, sharing projects, communicating digitally, and finding reputable sources. Since companies are shifting their expectations to fit with this Millennial Generation, we must shift our educational practices to prepare students for the digital world in which we live!

Reflections of Assisstive Technologies

Assistive technologies have potential to open up opportunities for individuals with special needs. This includes enhancing social opportunities, expressing learning, communicating with teachers, peers, or others, and even working. Individuals without a device or without a proper device for them can often feel frustrated trying to do everyday tasks. This is where assistive technology tools make a significant impact in the life of a person and their family.

Through the various videos, I gained insight into different types of assistive technologies for various purposes. The first is the use of a communication device such as a Pathfinder or Dynavox. These two tools communicate for an individual and some models can be used through eye gazes. For Elle, this means that she can share with others what she wants or understands. This alleviates her from being left out. A tool for a vision impaired child, like Mason, is the use of a typewriter like device that will actually print in Braille what is typed and will speak what letters is being printed. This allows Mason to understand Braille and participate in assignments like his peers. One of the videos showed a man named Jared. He uses a Sip and Puff to control a program called Switch XS on his computer. This allows him to own his own web design company and communicate with others around the world.

There are other technology tools that we utilize on a more frequent basis, but we do not necessarily use them for assistive technology. One of these is the use of the iPad. This tool is very important to Jean because she is able to access all of her content, have it read aloud to her, and have everything she needs in one place. She uses her hearing aid boots to amplify sound in her classroom and on her iPad. Mason uses the iPad to see large font, and the iPad allows him to zoom in on letters and words. In addition to hardware, there are other software programs that serve as assistive technologies. One of these is called Read2Go which is an app that will highlight and read words in books or on the screen. Joseph uses this to help him stay focused. There is a variety of hardware and software available to assist individuals in their everyday activities whether it is educational or work related. For the individuals whose stories I watched, not only were their lives impacted, but their families were changed as well.

7 Ways Games Reward the Brain

The world of gaming has grown exponentially over the last 30 years. However, it hasn't found its way into the mainstream world of education just yet. Slowly, more teachers are looking to integrate the idea of gaming into their teaching practice. I am one of these teachers. Although, I am not a gamer, I relate to the processes of receiving instant feedback and working towards an overall goal.

After watching Tom Chatfield's TED Talk called "7 Ways Games Reward the Brain," I have a renewed interest in pursuing a unit that is designed as a game. His insight gave me some specific ideas of how to design my own game, and I was intrigued specifically by the science behind the effect of gaming on the brain. For example, who would have guessed that we could map how much dopamine is being released to predict student engagement? Let's take a look at the 7 Principles Chatfield discusses:

1. Experience bars measuring- Students need to have a status bar showing their progress and their completion to the overall goal.

2. Multiple short term and long term aims- Students need multiple tasks going at one time where they can choose their path. In my game, I believe I could design it where some tasks are completed in one sitting whereas others build upon one another and require additional time to complete the task. This takes us into Reward 3.

3. Rewards for Effort- While students are working on those long term goals, they need to be rewarded for what they are working on now. Students need to be rewarded each time so I would design a game with rewards for completing various assignments, doing something well, working with others, etc.

4. Rapid, frequent, and clear feedback- As a teacher, I need to model my expectations. Then, give students clear feedback on their progress throughout the course. I will also design my game to give students immediate feedback even if it is just "Great job" or "Thank you for your submission." I think it also goes a long way as a teacher if you give feedback on each assignment.

5. An element of uncertainty- Uncertainty creates excitement for students so I think adding hidden components to a game would be beneficial in my game. Excitement releases dopamine in the brain which when mapped can be used to predict enhanced engagement. I think we can use uncertainty to add extra quests or other "fun" elements.

6. Windows of Enhanced Attention- Using these principles helps enhance students' memory and confidence. In turn, this helps students remember more of the content and also take more risks. As a teacher, it is important to capitalize on these moments.

7. Other people- The biggest component of the online games is that people feed off of other people. In the classroom, students need to work more with others whether as partners, cooperative groups, or a whole team to accomplish a specific goal. I can use this in the classroom or in an online game format. I like what Chatfield said that it took 42 people to defeat a dragon in one game so I think adding those elements of surprises enhance the overall appeal of gaming for students.

You can watch the TED Talk at  http://www.ted.com/talks/tom_chatfield_7_ways_games_reward_the_brain.

Plickers

Plickers is one of the top tech tools on the market, and its potential in the classroom has been recognized by teachers everywhere! So what is Plickers? Plickers is a formative assessment tool that flows seamlessly into what you already do. Students do not have to have a device so it is a quick, fun tool that allows you to see if students are mastering content.

How does it work?
You begin by logging into www.plickers.com, setting up your class, and creating questions to ask. Plickers works through the use of QR codes. You need one device such as a smart phone or tablet with the Plickers app downloaded and a set of student cards. You can download cards from the website or purchase pre-printed and laminated cards from Amazon (definitely the way to go in my opinion). Then, you're ready to go. Give each student a card, project Plickers live view from your computer, then use the app to scan the room. It reads student answers based on the way they hold their card. You see the answers of who is answering their questions correctly or incorrectly.

When could I use Plickers?
1. I use Plickers as a review game or formative assessment. This helps me understand what students know. I have used it to review library rules as a way to gain more interest into the topic. I also like to read books to my students and ask the comprehension questions using Plickers. Everyone wins this way!

2. Another great way to use Plickers is for the use of a class survey. Since all answers are private, students feel more comfortable to share their feelings or thoughts on a topic. I use this in the library to discover possible research topics or gain feedback on what we're doing. Students enjoy it so they're excited to see their checked box on the screen.

Watch this video to learn a little more.

3D Printing

3D printing is a buzz word in education right now. Teachers are finding uses for these machines in all subject areas. As a library media specialist, I hear 3D printing associated with the Maker Movement in which schools are creating Makerspace time or locations. I feel that I can incorporate a 3D printer into my Makerspace as well. I believe that the way I can teach skills that accompany this type of machine is to collaborate with classroom teachers to apply the 3D printing machine into classroom learning. Students can solve real world problems about what they are studying, and "isn't that exactly what we try to achieve from our students?" Avatar Generation (2017) asks (How 3D Printing Can Really Be Incorporated into Schools).

If you've heard of 3D printing then you may also have heard of its cousin, Rapid Prototyping. Rapid Protoyping is similar to 3D printing because they both "build models layer by layer from STL data" (3Dprinitng.com, Rapid Prototyping and 3D printing, 2012). 3D printers are smaller in nature and can therefore make smaller parts. The materials needed to run the machine are generally much cheaper than the cost of a rapid prototyping machine making it much more cost effective for a school.There are various types of 3D printers available so they are more easily accessible making the total price less expensive; however, there are not near as many materials that can be utilized with the 3D machine so that can limit options. 3D printers typically require little to no training whereas rapid prototyping machines can involve more extensive training. In my opinion, I like to think of 3D printing as something anyone can do, but due to the expense and training required the rapid prototyping is for big businesses. 

http://www.avatargeneration.com/2014/01/how-3d-printing-can-really-be-incorporated-into-schools/
http://3dprinting.com/news/rapid-prototyping-and-3d-printing/

Nearpod

Nearpod is a presentation solution for all teachers! The program works through apps or the website, and students use a unique code to login to the teacher's presentation. Teachers can create their presentations and control the pace of the lesson in real time. Students see the teacher's slide on their screen and then can interact with the presentation at the given opportunity. Teachers receive real time data about the student responses to help guide instruction. If you've ever used Peardeck, Nearpod reminds me of Peardeck except with the real time data response.

Nearpod has a few neat features such as the Homework option which allows students to view presentations at home as long as Internet access is available. The most awesome feature is that Nearpod has a collection of teacher made resources available in the Nearpod Market. These can be downloaded and used in your classroom!

Here are two examples of using Nearpod in the classroom:
1. You can use Nearpod to give your math lesson. Students can then annotate the math problem using the drawing tool on their screen, save it, and you see their response instantaneously. As the teacher, you can share a student's work with all students. They see whatever screen or slide you would like.

2. You could create learning units or additioal practice using Nearpod. Students could navigate through the work like a quest, and you see each of their responses as they submit. You can then pull students who do not understand, need additional help, etc. Nearpod has the potential to revolutionize how you teach in your classroom.

For more information, take a look at this video below:

G-Speak Technology

I would begin by introducing a little bit about G-Speak and hooking the audience with the Minority Report video. Then, I would explain more about the technology and show it in action through the second video clip. Finally, I would go over some of the specifications listed in the link. 

Introduction/Explanation: 
G-Speak technology gained its popularity through the movie Minority Report in which the pre-crime unit used special gloves to manipulate images on a large screen. If you have not watched the movie, watch this short clip below to learn about this Gestural- Speak Technology.

G-Speak technology is a completely integrated, interactive platform in which users interact with the screen using gestures. This technology has been in the research phase for many years, but its capabilities make it a groundbreaking revolution. In order to learn more about the creation of G-Speak, watch the following news segment.

G-Speak is able to support information from multiple platforms at one time and can be utilized on in any number of devices. It is state of the art complete with many additional features which you can read about here. Users claim G-Speak is easy to use and much faster than using a keyboard and mouse. It seems that our hands are the device of the future.

Additional Resources:
G-Speak News Report
G-Speak Technology Comes to Real World Video
About Oblong's G-Speak
Struggle to Spread Minority Report Interface article

VGo

The VGo Robot is a unique, robot that actually takes the place of a person. I feel that kids have wanted this for years-something that could go to school for them. This type of technology has a pertinent place in education. School systems are using this technology for home bound or hospital bound students. Students are able to drive the robot through the school interacting with peers, attending all classes, and ultimately, making them feel like they are still a part of the student body. Students are also receiving the same instruction as their peers. I also see this being beneficial in colleges in cases where the professor cannot attend the class.

In order to use and maintain the robot, the user must have an iPad or computer. Then, you must also have Wifi or Verizon LTE. The robots cost approximately $6,800 depending on how many you purchase at a time. This is a high price for a school system so it would need to be determined if parents, school, or system is responsible to pay. In addition to purchasing the tools, someone would have to be responsible for the robot(s) at school. Although, the student or teacher controls the robot he or she is not physically present so the robot must be stored somewhere when not in use.

I do like the idea of using the robot over video conferencing because the student is responsible for going from place to place and is able to see his or her peers. With video conferencing, each teacher must start or answer a session with a student. The technology is definitely practical, but due to high costs and typically few home bound students a time, I do not think we will see a large presence of these just yet.

Wearable Technologies

I personally do not own any wearable technology- not even a smart watch. However, after researching some of the wearable technology that is available I definitely think that will be changing soon. Two pieces of wearable technology that I found are very unique.

1. Miragii Necklace- This necklace is made from zirconia ceramic and looks like a pendant. It is available in black, white, or gold. It connects to your phone and alerts you of text messages and phone calls. The unique thing about it is that when someone calls it will project the name and number onto your hand. You can choose to answer by removing the ear piece from the back of the pendant. Watch this video to learn more.

Design Options:

2. AMPL Smart Backpack- This backpack is so useful and definitely needed in the technological world in which we live. It keeps all of your devices charged and protected. So what makes it a piece of wearable technology? By using the backpack app, it will monitor the battery levels of your devices, send you alerts, and insure you do not leave your backpack. Now you can stay charged and connected on the go.

Future Smartphones Article Summary

In the article "Future Smartphones Won't Need Cell Towers to Connect," Tom Simonite discusses the latest breakthrough known as LTE Direct. This latest feature allows cellphones to use this wireless technology rather than bouncing from cell towers. Businesses could have beacons of this LTE Direct allowing phones to communicate with one another within a given area. This technology has been in the works for about seven years, and researchers are currently testing LTE Direct.

LTE Direct would allow for communication from device to device within a certain range. Examples listed in the article include airlines communicating with passengers in the airport about their delayed flight or the ability to alert businesses of what a customer is interested in based on search information to offer customized deals to the customer (Simonite, 2014). Another neat advantage with LTE Direct is the ability to have a tour guide which looks for places of interest nearby.

Multiple apps are in the works, and future apps could include communication apps to transfer information without using cell towers. Devices using LTE Direct will have the capability to communicate with other devices using LTE Direct or with a Beacon. It is supposed to have very little effect on battery life, and it seems that LTE Direct has the capabilities to improve communication in a more customized manner.

Article: https://www.technologyreview.com/s/530996/future-smartphones-wont-need-cell-towers-to-connect/

Real Sense Technology

Real Sense Technology is the latest development in 3D projects, collaboration, and creativity. According to Intel, Real Sense Technology uses "various sensing technologies to achieve depth perception, 3D imaging, interior mapping, and feature tracking" (2017). In other words, this gives users the capability to use their hands and voice to control movements on the screen. No longer do you have to click, type, or even touch. Users can also collaborate with others on one project and see everything in real time. This type of technology will have a large impact on images, gesture control, video, and scanning 3D images, and collaborating.

• Images will have the possibility to be converted into 3D images. Measurements of objects and people in the image can also be taken.
• Gesture control is unlike anything we've seen previously. Just by rotating your arms the image on the screen can rotate or the user can control the characters within games by moving their limbs. This type of technology allows more creativity than ever before.
• Videos are better than ever with Real Sense Technology. Users can create live videos while changing backgrounds, adding special effects, editing photographs, and more. One of the best features is that the user can be collaborating with others on a project while this video is happening, and everyone can see the changes. I can see this being very useful and productive in business meetings, conference calls, and professional development settings.
• 3D images have never been as easy as they are with this technology. You can scan anything into a 3D image and print it using a 3D printer. Then, the possibilities are endless- design art pieces, change colors, or turn yourself into a character for one of your favorite games. This is definitely something we have never experienced before.
• Collaborating is better than ever before because users can collaborate on various projects and video conference while viewing the images, videos, and scans. Users can collaborate to make changes using gesture control. As I mentioned before, the collaboration piece will be a huge selling point especially for companies.

This Real Sense Technology is pioneering a whole new level of technology as we know it. Its implications for learning, creating, and collaborating are incredible. I imagine that when this is launched, 3D will become the way of the world as we see it, projects will be completed faster thanks to the instant collaboration and possibilities with video, we will be the game characters, and things will be controlled by our movement. What an exciting time in which we live!

Sources:

https://blogs.intel.com/technology/2016/01/realsense-cameras-devices/

http://www.tomsguide.com/us/intel-realsense-guide,news-20286.html

http://www.intel.com/content/www/us/en/architecture-and-technology/realsense-overview.html#

Augmented Reality- Trend in Education

Augmented Reality (AR) is an evolving trend in education. Every year more apps and devices are created that utilize AR. Augmented reality combines the real world with computer generated images and overlays. It is different than virtual reality in that you are not immersed into another world.

I am most familiar with the Augmented Reality apps/programs Aurasma, Quiver, and DoInk. Students are so engaged when using the AR tools so it is no surprise to me that Augmented Reality is a top trend.

1. Aurasma allows you to turn everyday images and places into an Augmented Reality experience. It is available as an app and on the website. Watch this video to see one example of how Best Western used Aurasma as publicity.

2. Quiver is an app that combines coloring sheets with digital augmented reality. The company provides the coloring sheets and even created Quiver for Education for teachers. This is an actual picture from one of my classes.

3. DoInk is a creativity app that uses the power of the green screen to create augmented reality. It has become known as one of the best apps in education. Students are able to show what they  know by becoming part of the content themselves. Here is a short video from DoInk.

What augmented reality apps have you used in your classroom or would like to use? I would love to hear some of your favorites!

Google Glass

Google Glass was originally developed by Google X and released in 2013. The initial cost for the device was $1,500. Then, you could purchase frames if necessary for an additional $229. Google Glass has the potential to revolutionize our daily lives with its features which include the capability to sync to your phone, start camera and video with voice activation, and even search the web. The creation of this device sparked many creative ideas for people around the world.

The device is a lightweight headpiece that fits like glasses without the lenses. The camera piece does not obstruct viewing. A touch pad is on the right hand side of the device allowing users to scroll through pictures, messages, e-mails, etc. Google Glass features also include the ability to work with other Google applications.

Uses for Google Glass vary by each person. It can be used in the most basic sense to take pictures, check e-mail, and send messages or it can also be used to turn an everyday learning activity into a high-tech and high-interest lesson. Google Glass will allow students to connect with field trips and watch through the device. It can also help professors turn their classroom into a flipped classroom by recording the presentation. Students can even use it to record their classes so that they can access the content at home. Since Google Glass will read QR codes, students can scan QR codes instantly and access the content provided from the teacher. I can see a variety of uses for Google Glass, and I imagine that the future looks bright for this type of technology.

Google Glass was discontinued on January 15, 2015. It is still being researched and developed which means we will probably see more of it in the future. When the next generation of Google Glass is released I expect it to have greater functionality than the original design since that was one of the complaints. I expect that the next generation will be much more like a smart phone and will have a longer battery life as well as a sleeker design. I also believe that Google Glass will have uses such as the ability to video conference with others around the world, instantly sync images with data in schools and medical facilities, and possibly even translate for you. The next generation of Google Glass will not disappoint.

https://en.wikipedia.org/wiki/Google_Glass#/media/File:Google_Glass_detail.jpg

Sources:
http://abcnews.go.com/Technology/google-glass-googles-wearable-gadget/story?id=19091948
http://www.techradar.com/reviews/gadgets/google-glass-1152283/review

Diversity, Cultural Understanding, and Global Awareness

The technology that is available to us in the twenty-first century makes it easier than ever to promote diversity, cultural understanding, and global awareness using digital tools. The key is to use the technology in a way that allows students to explore and connect with others around the world. This can be done in a multitude of ways so it just takes some creativity to get started. In the elementary school library, I am constantly teaching these three strands through research projects. We use technology daily as a portal to understanding new worlds.

I promote diversity in the school library by asking students to research famous people who have made an impact on history. These individuals typically lived very different lives and are from very diverse places. Students complete a presentation on the topic, share with classmates, and present the information. I am very interested in having my students become e-mail pals with other classes from around the globe. Not only does this allow students to gain insight from others it also teaches the diversity of language skills, contexts, and more.

Teaching cultural understanding can come in many forms. By using technology, I can focus on specific aspects of other cultures. I teach a Native American unit in collaboration with our history teacher, and we teach a lot about the culture of that time during that unit. Students are required to research a tribe and present the information. Some students choose to dress in the attire from their tribe. Students use the Internet to gather research, but I would also like to look for people that could Skype with our students to provide information. Skype, or other video conferencing tools, can be used to connect with classrooms, professionals, and content experts around the world.

I begin focusing on global awareness beginning with third grade. I enjoy using Google Cardboard for students to travel the globe and experience these real places in 3-D. You can also use the Google Field Trip app. As students get older, I work with teachers to utilize digital field trips that connect to novels that students are reading, time periods they are studying, etc. One other tool I enjoy using specifically with older students is the Google Tour Builder. This is great to have students really dive deeper into different places around the world.

There are so many exciting things we can do to promote diversity, cultural understanding, and global awareness using digital tools. The possibilities are endless, and the technology tools are constantly evolving. How do you promote these strands in your classroom?