George Lucas Educational Foundation

"Okay Glass...Reform the Classroom"

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I’ve been lucky to be a member of the Google Glass Explorer Program for the past year. I was excited to learn about how this technology could be advanced in terms of education and everyday activities… however it never dawned on me how much potential it truly had until I began the Explorer Program. Over the past year using Glass in class I have began to see the potential not only in education, but also for the everyday consumer. Right now Google glass is expensive and limited among education and consumers…but it is a technology that is moving towards being more cost efficient for all users. (Cost to Build Google Glass) This is why, as educators, we need to take a more in depth look at how this technology will reform education as a whole.

Perspective Views—Introspection

After watching Google Glass develop over the past two years I have been following the use cases, common practices, and fellow Glass educators; so I was able to get a better understanding of what Glass could do and how it can grab attention of students. To apply these ideas the classroom I wore it to school, unannounced, and presented it to my students and fellow educators. During the presentation, a student (that's right a student asked)

So how does Glass fit into the education technology conversation?

This conversation spawned interesting introspective looks into my own educational practices, so I decided to answer some of the common questions that came into my mind and classroom.

Glass in Action

Soon after I was received my Glass, I was bringing it on a regular basis to my classroom. Over the year, I passed the Glass unit around Mike Davis Elementary School amongst 5th grade students. During STEM (Science, Technology, Engineering, and Math) activities I typically have students embark on “challenge projects” and hands on lesson activities. However, this time I was handed the Glass to a team of students who were in the midst of solving their hands on STEM lesson.

I asked the students to record the information that they thought would help other students finish their challenges in a more efficient way (even possibly creating a walkthrough for others to watch). These students took multiple videos of their challenge solutions and asked to edit their videos together to create a walkthrough. These students then uploaded their answers to YouTube. I then was able to use the students 3 minute and 32 second video alongside my lesson to help guide students who were struggling with the concepts of electrical circuits. I noticed that through this method of first person walkthroughs (from a students perspective and explanation) ALL students had a better understanding and description of the topic I was trying to communicate during that class.

Now I know that some educators and consumers express that this same task could have easily been done with an iPad or iPhone, but the students reveled in the experience of using Glass for the project. They also liked the ease of using this wearable device and the firsthand perspective it provided.

Another example I found from an Administrator that I had passed Glass to at Parkside Elementary School. The following is a quote from the administrator:

“From an administrative perspective, Glass is going to revolutionize the way we observe teachers in their classrooms. Since here in Florida we are required to observe teachers in their classrooms, Glass could help us view the teacher’s in their “natural environment,” rather than coming into a classroom and interrupting the flow of the lesson. The student or teacher could wear the Glass unit and record their lesson, which would allow myself to see a firsthand account of not only what the teacher is teaching, but what the student is doing while the teaching is happening. It opens new possibilities of guidance and collaboration between administrators and teachers…. ABSOLUTELY AMAZING….”

Glass in Other Classrooms

Courtney Pepe, an innovative Glass user in the classroom has been using Google Glass in hundreds of aspects, and has said the following regarding Glass in Class.

“My classes generally begin with the students using their iPads to research a higher order-thinking question. Now, the chosen glass student of the day will say “okay Glass – Google – what is the difference between speed and velocity.” Searching on Glass is different than looking something up on iPad because Glass provides short bits of micro information that allows for quick synthesis on the part of the students. Then, the student says “okay Glass, take a note” and speaks the information into Evernote. This syncs to my Evernote and differentiates “how” my students meet their learning targets. Plus, the workflow is super easy.”

She also mentioned the idea of AR (Augmented Reality) using glass. Drew Minnock (@TechMinock), one half of Two Guys and Some iPads, created this video to show the integration of AR and Google Glass. Drew is also a Glass Explorer, and when it comes to Augmented Reality, he is the tip of the sword.

For those of you unfamiliar with Augmented Reality, it is a technology that superimposes a computer-generated image on a user’s view of the real world, thus providing a composite view. Scan a 2D learning object with an AR app, and something 3D or 4D pops up.

The first week that we had the glasses, LAYAR came out with some API content that enabled my glasses to read Augmented Reality. Many of my lessons begin with the students having to approach a 2d AR trigger in the front of the room and scan it to open 3D content. The sound and look of this task has changed with Glass. While most of my students still approach the board with their iPads, the chosen Glass Explorer of the day will approach the board and say “okay glass… scan this.” The Glasses search the area for AR content ,and then with a series of taps and two-finger gestures, the student is viewing and listening to a Tellagami or other content on my YouTube channel.

Roxann Riskin is a technology specialist/supervisor at Fairfield University, and another educator with Google Glass in Education. She states:

"In my opinion, exploring emerging tech has an alluring, enticement, and a motivational factor for further exploration, study, observation, and analysis. Keep in mind, teachers don’t need any access at all to a physical computer. Glass will not replace a computer but enables the teacher with instant interactivity with online social apps like Facebook, Twitter, Instagram, et cetera. Research is also needed to discover and investigate Glass’s reliability and measurable value. Libraries, like Yale Library in Connecticut, have already embraced Glass, and exploration in higher education is notable. Perhaps like astronauts exploring space for the first time, educators are exploring Glass, hoping to make a difference in the world by discovery. When seeing the Earth from the astronauts’ point-of-view, it was breath-taking. Hopefully, the benefits of being an early Glass explorer will situate me to have 20/20 – a more focused vision and engagement for teaching and learning using wearable technology. For two months, I have gained a new perspective using Glass with a MOOC – an experimentation that aligns with a current shift in online learning and hybrid pedagogy. On this new journey, as a new explorer, I hope to add value to this adventure in teaching and learning using Glass in the MOOC online environment, composing daily tweets and various online collaborations. Remembering that the gift of hindsight is always 20/20, I envision a future with wearable tech as enlightening as the first moon landing. Well, perhaps not as important, but significant nonetheless with respect to all early explorers of wearable tech."

The Exploration Continues

Even through all these AMAZING practices we’re just scratching the surface with this new, exciting tool. Part of being a Glass Explorer is being on the cutting edge of education technology. To most people, this devices might seem like a waste of time, resources, or privacy… However, the potential is there.

The theme of an Explorer in all of its Glitz and Glamor is that we don’t take the path that’s been traveled most — we detour and find the least traveled and pave new roads to show others the way.

Here at Eduglasses we are striving to pave new roads for Glass in Education and are striving to be on the cusp of all things SmartGlasses in the classroom. Within the next month, we will be finishing a plethora of GlassWare and trainings that you can find here on the Eduglasses website and can integrate into your personal classroom. Without other educators sharing ideas and best practices we would be at a stand still in the movement of Glass in the Class, so keep posting and sharing your ideas so we can build a BIGGER and BETTER collaborative community of educators with Glass. With your help and implementation Glass will make great strides in an educational context and present some exciting new opportunities for teaching and learning.

This post was created by a member of Edutopia's community. If you have your own #eduawesome tips, strategies, and ideas for improving education, share them with us.

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Kevin Jarrett's picture
Kevin Jarrett
Maker Educator, Google Certified Innovator & Trainer, Dreamer, Doer. Learning experience designer, workshop leader/speaker, author. Stanford #Fablearn Fellow. #GoogleEI #GoogleET

Fantastic post, thank you, and thanks also for - quite a resource there in itself.

I'm curious about the most stringent resistance you've encountered and what you did or said in response. Clearly there are educational benefits - this post provides excellent support of that fact - but I'm concerned the privacy issue will cloud near-term adoption rates and ultimately cripple the initiative as we know it. Thoughts?


EduGlasses's picture

That is a great question @kevin jarret. I have not had any issues within the confines of privacy, however I have developed some precautions because I know some are fearful of privacy. First and foremost, if I am asked about video recording I mention to them about the ability to audio record and picture take from a cellular device. Secondly, I hand them the glass to play around with and gives them an opportunity to see how the device actually works. Usually once the consumer understands the product the issues will be alleviated. If I still have a concern with privacy issues, I guide the person to a deeper understanding of privacy as a whole. I typically begin with this statement, "From my personal opinion, I do not believe that privacy itself is an issue, I believe its transparency. I personally believe that the privacy itself speaks on behalf of information or knowledge being released to public without prior consent. Google Glass in and of itself is not a privacy issue its comfortable"ness" with being transparent beyond your closed doors.
Transparency = who you are when no one is around
Privacy= storage of personal information and data that should not be released"

After doing that I typically have a more comfortable user... and in fact have sold two google glass units this past week describing google glass and showing it off. (One Educator and one librarian)

Eduglasses consultant and Developer

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