I would argue that there’s another, more imme­diate edu­ca­tional use for wear­ables, one that stu­dents can ben­efit from even without laying their hands on the hard­ware: dreaming up soft­ware for the devices. In this month’s story on using Google Glass in the class­room, we found three early-​​adopter insti­tu­tions encour­aging stu­dents to design apps for the head-​​mounted tech­nology. A course at North­eastern Uni­ver­sity, for instance, chal­lenges stu­dents to create Glass apps that will help people make behav­ioral changes to improve their health. It’s an inge­nious way to engage stu­dents and hit all the right edu­ca­tion buzz­words — project-​​based learning, dig­ital lit­eracy and futurist tech­nology rolled into one. Even better, the focus on soft­ware means stu­dents don’t have to fork out $1,500 for their own Glass headset (not exactly afford­able in a world of sky­rock­eting tuition and text­book costs).

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