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The Google Cardboard Book: Explore, Engage, and Educate with Virtual Reality
Imagine taking students on an underwater excursion...or exploring Japan's landscape and architecture together…or inviting them to sit in the cello section with the Philadelphia Orchestra during a performance at Carnegie Hall…or going on a field trip to Sequoia National Park in California climbing some of the world's tallest trees.With Google Cardboard, you don’t have to simply imagine. Virtual reality makes learning come to life by putting you and your students in the middle of the action. And with simple tools, easy-to-use apps, and a smart phone or spherical camera, they can be creators of their own immersive photos and videos.In THE GOOGLE CARDBOARD BOOK, EdTechTeam trainers and leaders offer step-by-step instructions on how to use this exciting technology in your classroom---no matter what subject you teach. You’ll learn what tools you need (and how affordable they can be), which apps to start with, and how to view, capture, and share 360-degree videos and images.Where will you take your students next? With Google Cardboard, the possibilities are endless.
66 pages, Paperback
Published April 19, 2017
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June 27, 2017
Here is the link to my review.
https://docs.google.com/a/eagles.cui....
EDUT 522 Wood
Konkolewski, Nancy
Assignment 7 Emerging Technology Book Review
Emerging Technology Book Review
The book I read is The Google Cardboard Book by Holly Clark, Sylvia Duckworth, Jeffery Heil, David Hotler, Donnie Piercey, and Lisa Thumann. I chose this book to read because I am interested in the emerging technology of virtual reality. My school district has implemented the Google platform so I wanted to read about Google Cardboard and how to implement it in my classroom.
The first part of the book, describes the history of virtual reality and the development of Google Cardboard. The author David Hotler, compares his childhood experiences with the View-Master Stereoscope of the 60’s to modern day virtual reality and Google Cardboard . As stated by Hotler, “like the stereoscopic viewers of our childhood, Google Cardboard and other virtual reality (VR) viewers serve a similar purpose: to transplant users into a new reality by engaging their senses” (Clark, 2017). The author continues to explain the background and sequence of events leading to the development of Google Cardboard. Google Cardboard started as a 20% project (Google employees spend 20% of their work week developing a new product) and eventually evolved from that idea. I really like how the author connected the theme of the book to personal experience and provided background information of virtual reality. I also think Google is an innovative company by allowing their employees the opportunity to develop ideas and new products for the company, but on the other hand, I’m wondering if these employees could have started their own successful companies with their ideas.
The next section of the book explains what Google Cardboard is and describes the classroom uses for Google Cardboard. Google Cardboard is an actual cardboard device that holds a smartphone to create a virtual reality viewer. Of course, the obvious application of Google Cardboard is for virtual field trips, but, as author Donnie Piercey explains, there are several different ways to access virtual field trips. One way is to use the Google Street View app where students can take a tour of a particular place on the map. Another way, is to use the Google Expeditions app which has hundreds of destinations where students can take a virtual tour. In this app teachers are able to guide students through a virtual destination and control where students are looking, to enhance their learning experience.
The book also explores the many other uses of virtual reality in the classroom. Author Piercey states that by using the Google Street view app, students can write a story using the image as the story setting. It can also be used for sensory writing where students can write about what they would hear, see, and smell in a particular location. Science is another area that VR has endless possibilities, such as, using 360° images to examine habitats and adaptations animals would need to survive in that environment. The Discovery Channel has VR science related videos that can be used for lesson resources and discussions. In the area of Arts, students can explore art exhibits and museums using the Google Art and Culture app, as well as, YouTube videos of concerts and exhibits with 360° views. Also, there are many uses for VR in HSS, such as, viewing landmarks and locations where historical events took place. The author also gives several detailed examples of different lesson ideas. In literature, students can view different settings from the story using the Street View app. For math, students can be in a virtual space and use measurement to calculate perimeter, or area, etc. All of these ideas for VR in the classroom are somewhat overwhelming, however, it has motivated and inspired me to seriously think about how I can implement this in my classroom next year.
Author Lisa Thumann explores the use of VR beyond the classroom to examine how it might be used in students’ future careers. Virtual Reality in industries can be used as a training tool, such as, in welding because using real materials is costly. Virtual reality is used as a simulation for difficult situations encountered by law enforcement or first responders. The medical field also uses VR to simulate surgeries and other medical procedures. There are also companies that use VR to promote their business. Some examples are The New York Times app that allows the reader to be inside the story, Volvo Reality has a VR test drive, VR Cinema offers movies, and Accor Hotels offers a virtual tour of their hotel chain. I think it is important that the authors are able to connect VR in education to real world applications.
Finally, the last part of the book explains the steps on how to get started with VR in the classroom and how to create your own VR images. The authors explain the different types of devices that can be used with VR and the different types of viewers that can be purchased or even made from cardboard! As stated in the text, “have one of your first in-class activities be for your students to create their own viewer” (2017). I think this is a fabulous suggestion that would engage students and enable them to take ownership of their learning. The section about how to create your own VR images will be useful for teachers and students who first have experience using VR. The authors go into detailed steps for creating VR images, however, I think that unless you are an experienced user, that this section would be left for future use.
There are several different authors of this book. The authors are all experienced teachers throughout the United States and Canada with well qualified experience using and creating virtual reality content. While some have only used Google Expeditions since 2016, they are all Google Certified Innovators and a few of the authors are also Google Certified Trainers. All of the authors create content for Google Cardboard, Google Expeditions, Google Street View, YouTube, or other VR app.
https://docs.google.com/a/eagles.cui....
EDUT 522 Wood
Konkolewski, Nancy
Assignment 7 Emerging Technology Book Review
Emerging Technology Book Review
The book I read is The Google Cardboard Book by Holly Clark, Sylvia Duckworth, Jeffery Heil, David Hotler, Donnie Piercey, and Lisa Thumann. I chose this book to read because I am interested in the emerging technology of virtual reality. My school district has implemented the Google platform so I wanted to read about Google Cardboard and how to implement it in my classroom.
The first part of the book, describes the history of virtual reality and the development of Google Cardboard. The author David Hotler, compares his childhood experiences with the View-Master Stereoscope of the 60’s to modern day virtual reality and Google Cardboard . As stated by Hotler, “like the stereoscopic viewers of our childhood, Google Cardboard and other virtual reality (VR) viewers serve a similar purpose: to transplant users into a new reality by engaging their senses” (Clark, 2017). The author continues to explain the background and sequence of events leading to the development of Google Cardboard. Google Cardboard started as a 20% project (Google employees spend 20% of their work week developing a new product) and eventually evolved from that idea. I really like how the author connected the theme of the book to personal experience and provided background information of virtual reality. I also think Google is an innovative company by allowing their employees the opportunity to develop ideas and new products for the company, but on the other hand, I’m wondering if these employees could have started their own successful companies with their ideas.
The next section of the book explains what Google Cardboard is and describes the classroom uses for Google Cardboard. Google Cardboard is an actual cardboard device that holds a smartphone to create a virtual reality viewer. Of course, the obvious application of Google Cardboard is for virtual field trips, but, as author Donnie Piercey explains, there are several different ways to access virtual field trips. One way is to use the Google Street View app where students can take a tour of a particular place on the map. Another way, is to use the Google Expeditions app which has hundreds of destinations where students can take a virtual tour. In this app teachers are able to guide students through a virtual destination and control where students are looking, to enhance their learning experience.
The book also explores the many other uses of virtual reality in the classroom. Author Piercey states that by using the Google Street view app, students can write a story using the image as the story setting. It can also be used for sensory writing where students can write about what they would hear, see, and smell in a particular location. Science is another area that VR has endless possibilities, such as, using 360° images to examine habitats and adaptations animals would need to survive in that environment. The Discovery Channel has VR science related videos that can be used for lesson resources and discussions. In the area of Arts, students can explore art exhibits and museums using the Google Art and Culture app, as well as, YouTube videos of concerts and exhibits with 360° views. Also, there are many uses for VR in HSS, such as, viewing landmarks and locations where historical events took place. The author also gives several detailed examples of different lesson ideas. In literature, students can view different settings from the story using the Street View app. For math, students can be in a virtual space and use measurement to calculate perimeter, or area, etc. All of these ideas for VR in the classroom are somewhat overwhelming, however, it has motivated and inspired me to seriously think about how I can implement this in my classroom next year.
Author Lisa Thumann explores the use of VR beyond the classroom to examine how it might be used in students’ future careers. Virtual Reality in industries can be used as a training tool, such as, in welding because using real materials is costly. Virtual reality is used as a simulation for difficult situations encountered by law enforcement or first responders. The medical field also uses VR to simulate surgeries and other medical procedures. There are also companies that use VR to promote their business. Some examples are The New York Times app that allows the reader to be inside the story, Volvo Reality has a VR test drive, VR Cinema offers movies, and Accor Hotels offers a virtual tour of their hotel chain. I think it is important that the authors are able to connect VR in education to real world applications.
Finally, the last part of the book explains the steps on how to get started with VR in the classroom and how to create your own VR images. The authors explain the different types of devices that can be used with VR and the different types of viewers that can be purchased or even made from cardboard! As stated in the text, “have one of your first in-class activities be for your students to create their own viewer” (2017). I think this is a fabulous suggestion that would engage students and enable them to take ownership of their learning. The section about how to create your own VR images will be useful for teachers and students who first have experience using VR. The authors go into detailed steps for creating VR images, however, I think that unless you are an experienced user, that this section would be left for future use.
There are several different authors of this book. The authors are all experienced teachers throughout the United States and Canada with well qualified experience using and creating virtual reality content. While some have only used Google Expeditions since 2016, they are all Google Certified Innovators and a few of the authors are also Google Certified Trainers. All of the authors create content for Google Cardboard, Google Expeditions, Google Street View, YouTube, or other VR app.
July 28, 2017
While a short read, lots of info packed into these 60 or so pages. Nice history on where GC came from (20% project of two Googlers), walkthrough of a variety of apps, creating your own 360 content, and then a nice discussion on how to build cardboards.
January 1, 2023
Great resource for beginners
This book is for anyone interested in using VR in an educational setting. Excellent resources and suggestions on ways to use, create, and build. Loved it! Will be using it to create content!
This book is for anyone interested in using VR in an educational setting. Excellent resources and suggestions on ways to use, create, and build. Loved it! Will be using it to create content!
Displaying 1 - 3 of 3 reviews