As part of an ongoing scheme to bring together American and British technological developments, the American Embassy hosted a seminar this morning on the intersections of 3D technology and education. The event showcased the educational applications for the Digital Light Processing (DLP) technology created by Texas Instruments.
While DLP technology is more commonly associated with ordinary classroom projectors, Texas Instruments have adapted their technology to make 3D-ready projectors. A pilot programme is running in 7 European countries, including the UK, to see how pupils and teachers adapt to the new technology. Kathryn Macaulay, Deputy Head at the Abbey School, Reading, spoke about her school’s experience with the 3D projectors.
The 3D projectors were introduced to the Abbey School as a supplement to regular lesson plans. Ms Macaulay stressed that teachers used 3D material for only 5-10 minutes during a regular lesson before switching back to more traditional teaching materials. This technique, she argued, allowed pupils to form a stronger understanding of a concept without usurping the role of teacher or text.
Eager to measure the effectiveness of 3D, teachers at the Abbey School devised an experiment to compare classroom performance with and without the technology. Two classrooms were given identical lessons on plant cells: the same books, pictures, and words were used to teach. The only difference was that one group saw a 3D representation of a plant cell for a few minutes, and the other did not.
When given identical sets of materials and instructed to make a model of a plant cell, the group that did not see the 3D image made flat representations. The 3D pupils, on the other hand, all built 3D models of a cell that demonstrated how the various cell parts work and fit together. It was a striking example of how well the technology can help pupils grasp complicated concepts quickly and dynamically.
One of the most interesting points raised by Ms Macaulay was the reported ease with which the teachers adapted to the new equipment. The 3D-ready projectors are extremely similar to standard classroom models, and switch easily between both 2D and 3D projection. As long as computers are compatible with the hardware, the process of switching from standard to 3D projection is remarkably simple.
There are, of course, potential hurdles to introducing 3D projectors on a large scale. 3D glasses that work with this technology are not like the flimsy specs handed out in cinemas; they need batteries or docking stations and cost around £50 a piece when bought in bulk. As for the lessons themselves, 3D software for teachers is still in its early stages. While several developers have taken to focusing on educational software, there has not yet been an explosion of classroom-ready material.
The seminar concluded with a demonstration of a 3D projector, and the potential applications of the technology were immediately made evident. The solar system, anatomy lessons, and complex molecules all jump to life with this engaging and interactive technology. While affordability and software availability constitute concerns for schools considering this step, it is certainly clear that emerging technologies will have an enormous impact on classroom activities.
On 25 January, the ISC Strategy for ICT Conference will feature discussions about emerging technologies in education and provide the opportunity for delegates to interact with the latest equipment. Spaces are limited, so book up online orcontact the events team with any queries.
Written by Kristen DiLemmo
source: http://blog.isc.co.uk/2010/11/18/dynamic-learning-3d-technologies/