Entering a classroom and wondering how we can introduce technology to generate learning, is something that we face more and more often. The growth of digital resources and the increase in our digital competence is making us bring these two scenarios closer and closer.
In my opinion, the most complicated part in contextualizing this technology with our classroom, being able to see it as a tool that improves learning and not as an end in itself. This is becoming easier for us with digital resources that are already focused on the educational field, where their guidelines and guides show us a path in the learning of our students, resources to gamify, collaborate, communicate, etc.
But what happens when we use that more disruptive technology, that current technology that seems to be so far from a classroom, words like virtual reality or artificial intelligence make contextualizing classroom learning become somewhat more complicated.
Making students understand that technology can help us improve or solve a real-life situation is very enriching and is also one of the first steps in the so-called educational digital transformation.
Starting from that objective, I developed the classroom activity that I now want to tell you about, this activity is contextualized within the framework of communication, in making people understand how important it is to be able to communicate with anyone and in this way to be able to listen and be heard. Logically everyone in the classroom does not see the need to improve anything, since in a simple way they can speak and understand each other without the greatest effort, but what happens when you put them in the following situation.
A video where someone who talks to us WITHOUT SOUND and also with a mask on. In this way we create the need to understand, a need that can be highlighted by contextualizing it in those people who are deaf, where their world most of the time is like this video.
Hence the possibility of looking for alternatives to communication, creating the need to generate learning, where one of them is undoubtedly sign language.
To teach it in the classroom, I created an application based on gesture recognition, an Artificial Intelligence program where a computer was able to recognize in real time the letters that you could make using sign language.
Actually this machine had learned the language in a very similar way to how a human does, simply training and seeing thousands and thousands of images labeled with their corresponding letter, something that gave a result like the one you can see in the images.
As a conclusion we can add that the motivation and learning that the students had was very high, seeing once again how technology well introduced in the classroom and contextualized in a real objective can generate great educational benefits. Probably we could have carried out this activity without any technology using simply paper and pencils, but I think that the objective of introducing this type of resources brings us closer to the digital world that they will face, and where they must have lived these experiences in class to face and solve the possible challenges that may arise in the future.