D projectors hit education market

2010…3D road safety

3D in the Classroom: See Well, Learn Well 3D in the Classroom: See Well, Learn Well 3D in the Classroom: See Well, Learn Well 3D in the Classroom: See Well, Learn Well This report explain how new 3D opportunities are underscored by two essential facts, 1) children often learn faster and retain more information in the 3D environment, and 2) the ability to perceive 3D and learn in 3D requires precise elements of “vision fitness”.

Importantly, 3D vision fitness skills associated with eye alignment, eye tracking, and balanced and corrected refrac-tive errors are also associated with improved overall reading and learning abilities The ability to perceive depth in a 3D presentation – known as „stereopsis ‟ – turns out to be a highly sensitive test of a range of vision health indicators. It is much more sensitive than the standard eye chart that has been in use for 150 years, because it requires that both eyes function in a coordinated manner, as they converge, focus and track the 3D image.

Classroom 3 ® developed by JTM Concepts, Inc. (JTM). promotes the use of 3D applications to enhance learning by providing students with a clear and complete visualization of difficult concepts/subject matter. Teachers benefit by having access to a technologically advanced, fully-interactive, class enhancement, which will grab and retain the students' attention creating a more conducive learning environment for all students. In August 2011, JTM partnered with the Rock Island, Illinois Regional Office of Education to take Classroom 3 ® simulations statewide. Toll Free#: (800) Phone#: (309) Effective use of 3D in the classroom is unfortunately, still in its infancy.

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Life Science

In thinking about what students should learn in astronomy, at least three aspects of the current scientific view were taken into account: (1) the composition of the cosmos and its scale of space and time; (2) the principles on which the universe seems to operate; and (3) how the modern view of the universe emerged. …students over time develop an integrated picture of the planet and galaxy they inhabit. …middle school students pay increasing attention to matters of scale and backup their understanding of the universe with activities using a variety of astronomical tools, generating accurate scale models, and describing the motion of celestial objects.

Thoughts from Ms. Brillant ’ s 3D class on cell structure “ I thought it was cool and interactive because you can really see the cells. “ Promise O. & Bryan B. “ “ I thought it really gave you an idea of what the inside of a cell looks like. ” Sean T. “ I thought it was pretty neat because with the 3-D glasses on you could sort of touch them in mid-air. ” Reese L “ I thought it was good because then you can see the whole entire cell because it was 3-D instead of 2-D. ” Anum J, Herbert F. “ I thought it was neat and exciting because it gave you more information than just the text book would. ” Matthew R.

“ I thought it was like you were at the movie theater because you had 3-D glasses on and it was dark like you were looking at a movie screen. I liked it. ” Nii Kojo M. “I feel like I have a better understanding of what cells are than if I had just looked in the book.” (27 students out of 27 raised their hands in agreement to this statement.) Noelle Brillant – 7 th grade science - Every student in the room was engaged. They all "ooohed and aahed" about it! I feel that they have a better "part to whole" understanding of cell parts to a whole cell. A parent said to me on back to school night "It was the first thing my child mentioned when they walked in the door today! He was so excited about it!" (This child has science first period. The concept had a lasting impression through the whole school day.)"

It’s time to put on your 3D glasses and experience science simulations in a new dimension.