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Digital Imaging: Multidimensional Learning Experiences in Primary Classrooms

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Digital Imaging: Multidimensional Learning Experiences in Primary Classrooms

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    1. Digital Imaging: Multidimensional Learning Experiences in Primary Classrooms Dr. Viola Supon Professor Bloomsburg University 3206 McCormick Center Bloomsburg, Pa 17815 vsupon@bloomu.edu

    2. Objectives: To have primary teachers recognize the impact of digital imaging To identify characteristics of effective usage in primary classrooms To have primary teachers provide learning experiences for students across the content areas

    3. Definition of Digital Imaging Is used to describe photography which involves capture, manipulation or exhibition of images using a computer or other digital device (freespace.virgin.net/brendan.richards/glossary.html)

    4. Impact of Digital Imaging Teachers across the country and around the world are discovering the many valuable uses for digital cameras; uses that both engage students and make their own professional lives easier. (Education World, 2005, p. 1)

    5. Students embrace the creativity and assessment opportunities that digital photos offer. (Lindroth, 2004, p. 22)

    6. (Impact Continued) Teachers need to adapt their instructional methods to enhance the visual literacy abilities of students while enabling learners to develop higher level thinking processes. (Cooper, 2003; Wilhelm, 2005)

    7. Characteristics of Effective Usage A student should be able to: utilize creative expression respond to creative expression employ technology as an instrument for learning (Tanner,2001, p. 55)

    8. Digital cameras must be used as educational tools that support purposeful and meaningful instruction with a clear vision on curriculum, instruction, assessment, and reflection.

    9. Effective Usage of Digital Cameras Aligned with curriculum ? particularly connected to each states academic content standards Coordinated with teaching ? supports instruction Developed with classroom assessments

    10. Digital camera usage increases analytical skills and can be used as a means of assessing student performance.

    11. Rairigh and Kirby (2002, p. 36) state the responsibilities of the teacher are to: Identify the instructional tasks for the students engagement Provide an understanding and knowledge base for the use of digital cameras Employ access and instructions to students for the handling and use of this technology Formulate specific feedback for students.

    12. Teachers need to abide by district policy and make certain the verifiable documentation is in place before allowing individuals to be photographed.

    13. Teachers need to stress the importance of taking appropriate images.

    14. Effective Usage/Multidimensional Learning Multidimensional learning integrates different memory strategies to facilitate the learning process and is heavily dependent on illustrations and graphics. (Abdelhamid, 2005, p. 1)

    15. Digital cameras provide the illustrations and graphics to promote concept attainment and to stimulate the memory strategies.

    16. Learning Experiences Across Content Areas

    17. Language Arts Digital imaging motivates students to write. (Rivard, 2004). Digital imaging facilitates revising and editing of ones own work.

    18. Kerri Pelosos second grade students at Nescopeck Elementary School (Nescopeck, Pennsylvania) took pictures of objects in the classroom.

    19. ? These pictures were used to create writing pieces that were showcased in the room.

    26. Visual literacy skills will have even greater demands for students entering the workforce as modern society advances. (Roblyer and Edwards, 2000)

    27. Math Provides practice work for mathematical concepts. Enhances specific vocabulary terms. Applies math concepts to students' environment. Produces cross-curricular opportunities. Generates noted results for students. Promotes student inquiry.

    28. Science Develops detail-oriented observation skills through imaging. Produces opportunities to construct hypotheses or inferences that explain the observations. Increases basic understanding of scientific phenomena. Promotes problem solving with possibilities to resolve them.

    29. Physical Education Emphasizes societal guidelines for being in compliance; i.e. abiding by the rules through photography analysis. Arranges opportunities for students to participate in physical education. Provides challenges for students to experience and excel in organized activities. Promotes proper well-being.

    30. Citizenship Connects students to a global world. Offers opportunities for students to be reflective citizens through their captured photographs. Utilizes varied forms of language diversity. Assists students in interpreting various kinds of social data, customs, and mores.

    31. Arts and Humanities Promotes opportunities to explore the media and different forms of expression. Increases awareness of ones own culture and other cultures. Introduces students to concepts regarding principles, values, and constructive criticism through images. Utilizes various modes of arts as resources.

    32. Conclusion Evelyn Woldman of the Massachusetts Elementary School Principal Association states: I think the only obstacle to using a digital camera is not having it. (Rivard, 2004, p. 56)

    33. Digital Cameras in the Classroom Idea Links Kodak Lesson Plans: listed by subject and grade levels K-12 Using Digital Cameras in the Classroom Using a Digital Camera in the Classroom What to do with a digital camera: Ideas for using a camera for areas of Support, Curriculum, and Assessment. Adobe Digital Kids Club: provides free expert advice from top photographers, product training, lessons and other resources all helping teachers to integrate digital photography and digital imaging into daily classroom activities. PhotoPlus: free, photo editing software (http://www.willard.k12.mo.us/co/tech/strateg.htm#camera)

    34. References Abdelhamid, T. (1999). The multidimensional learning model: A novel cognitive psychology-based model for computer assisted instruction in order to improve learning in medical students. Medical Education Online, 4, 1-8. Berson, M. J. (2004). Digital images: Capturing Americas past with the technology of today. Social Education, 68(3), 214-219. Blagojevic, B. & Garthwait, A. (2001). Observing & recording growth & change: Using technology as an assessment tool. Early Childhood Today, 15(8), 36-44. Cavanaugh, T. & Cavanaugh, C. (1997). Educational applications for digital cameras. Technology Connection, 4(6), 22-25. Cooper, J. (2003). Classroom teaching skills. Boston, MA: Houghton Mifflin. Covington, G. (1999). Faces I see: Digital photography, a tool for sight. Technos: Quarterly for Education and Technology, Summer 1999, 1-5. Retrieved on August 31, 2005, from http://www.findarticles.com/p/articles/mi_m0HKV/is_2_8/ai_65014470/print

    35. References Continued Finkenberg, M. (2001). Using digital cameras to assess motor learning. Journal of Physical Education, Recreation & Dance, 72(8), 13-18. Gronlund, N. (2003). Assessment of student achievement;7th edition. Allyn & Bacon, Boston, MA, p. 20 & 23. Harmon, C. (2000). Using digital cameras. Media and Methods, 36(3), 27. Hillman, R. (2000). Digital images/picture symbols: Using them with children with disabilities. Multimedia Schools, 7(4), 78-81. Iacchis, F. (2005). Digital storytelling. Teaching PreK-8, 35(6), 52-54. Knuttle, K. (1998). Digital camera use in the classroom. Media & Methods, 34(5), 58-60. Lindroth, L. (2004). How to: Use digital images and video. Teaching PreK-8, 35(2), 22- 24. Rairigh, M. & Kirby, K. (2002). A picture is worth a thousand words: Providing feedback through digital image technology. Teaching Elementary Physical Education, 13(5), 36-37.

    36. References Continued Riner, P. (2005). Digital photography in an inner-city fifth grade. Technology, 86(8), 567, 630, and 635. Rivard, N. (2004). Freeze frame affordable and easy to use, digital cameras are helping educators boost curriculum. District Administration, 40(3), 55-56 and 65. Roblyer, M. & Edwards, J. (2000). Integrating educational technology into teaching. Upper Saddle River, NJ: Prentice Hall. Schroeder, L. (2002). Calendar connections: A school-based business enterprise on the art career track. Arts & Activities, 1-3. Retrieved on June 13, 2005, from http://www.findarticles.com/p/articles/mi_m0HTZ/is_1_132/ai_104835778/print Starr, L. (2004). Smile! Digital cameras can make your day. Education World, 2004, 1-4. Retrieved on June 13, 2005, from http://www.education-world.com/a_tech/tech147.shtml

    37. References Continued Tanner, D. (2001). Assessing Academic Achievement. Allyn & Bacon, Boston, MA, p. 55. Wilhelm, L. (2005). Increasing visual literacy skills with digital imagery. The Journal Online. 1-7. Retrieved June 21, 2005, from http://www.the journal.com/magazine/ vault/articleprintversion.cfm?aid=5202 Wolfe, P. (2002). Brain matters. Alexandria, VA: Association for Supervision and Curriculum Development.

    38. Web Site Resources Digital Cameras http://webtech.kennesaw.edu/jcheek3/digitalcameras.htm Digital Camera Web links http://wneo.org/hotlists/digcam.htm- Digital Kids Club http://www.adobe.com/education/digkids/intro/main.html Digital Video Cameras http://www.ncte.ie/ICTAdviceSupport/AdviceSheets/DigitalVideoCameras/ Discovery Education http://school.discovery.com/schrockguide/gadgets.html Education World http://www.educationworld.com/a_tech/tech/tech148.shtml Pegasus http://pegasus.cc.ucf.edu/~ucfcasui.qvuses.htm Student Project Examples http://www.towson.edu/csme/mctp/StudentProjects/FairlandHomePage.html Teacher to Teacher http://www.brunswick.k12.me.us/lon/lonlinks/digicam/teacher/home.html The Digital Camera in Education http://drscavanaugh.org/digitalcamera/

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