Images
Technical Aspects:
Images can be created by students and teachers or they can
be viewed. As we found out this week
they can be stored in a range of sizes, and this can be used to our advantages
to minimize download time when opening them, which can be especially helpful in
the classroom, so as not to give the students waiting time where they can get
off task. Images can come in a range of
qualities low to high, a range of physical layout size, different lighting,
different zooms and focuses, can be different layouts – portrait or landscape
and can be of any topic.
Teaching Context:
“Visual literacy is the ability to see, to understand, and
ultimately to think, create, and communicate graphically.“ (Thibault & Walbert,
2003). Images are used in the classroom as learning tools. They are used for a variety of different
purposes. These purposes branch off
depending on if they are being viewed or created by the students.
Students creating images:
· Taking photos as; an art
project, of a vacation to show and tell to the class, of an excursion to be
able to reflect on what they saw, to create a story book, to edit to suit a
certain purpose (story, art)
·
Finding images; for a story, to
share learning, to learn form.
·
My students just used their
iPad’s to create a story book for their prep buddies where they drew pictures
for it
Students viewing images:
·
My teacher last year used to
show the students (year 2, but could be done in a range of grades) an image as
a stimulus for a writing task, so that students had more of an idea and
inspiration to write.
·
The students have to imagine or
analyse what is happening in a photo, when, why, does that happen now, why/why
not, what could happen as a result, do you agree with this, what could be done
to help, etc. (could be a photo of a historical event, a natural disaster, a
cultural image, a modern day-families, cities, a fantastical image, an
imagination invoking image).
·
The teacher could show an image
to better explain a science or geography concept (states of matter particles,
food web, maps), etc. or to show real life examples of what he/she is teaching
(foods form different cultures, landscapes of different countries, early towns
in Australia). The students are receiving information from these images.
·
An engagement piece to draw
students’ attention and gain interest in the topic.
Plus
|
Minus
|
Interesting
|
· Engages learners
· More students are interested in it then just listening or reading
something
· Can be used for a variety of functions
· Gives students more information on a topic
· Allows students to be able to reflect
· Gives students ideas about what they could write about
· Easy for students and teachers to find
· Easy to create
|
· Can be
distracting
· Complex
editing can be too hard for some students
|
· Can
change image size to ensure faster downloading
· Lots of
imaging editing software and websites
|
SAMR
Model
| |
Redefinition
|
Students create their own images to make
their stories into a book so that the images suit the book better
|
Modification
|
Students
find images for their story to make it into a book.
|
Augmentation
|
Students are given a detailed image or multiple
images to choose from to base their narrative off.
|
Substitution
|
Students
are given a very plain image to create a narrative as a prompt instead of a
sentence.
|
Audio
Technical Aspects:
Audio can be recorded on a variety of different devices;
microphones, headsets, computers, ipads, phones, etc. These audio files can be converted to suit
different needs and programs (which I found out when trying to create my voki).
Teaching Context:
Using in the classroom can be for teaching and instructional
purposes and assessment purposes. Audio
files can be used as to:
·
Give instructions to the class
·
Give instructions for group
rotation tasks
·
Tell them what they are
learning in class in that lesson or topic
·
Listen to presentations of
experts
·
Record assessment pieces for
marking or self-assessment
·
Record reflections about what
students have been doing in class
·
Record reflections on how well
they have been doing in class, academically and behaviourally, what they need
to improve on, what they are good at
·
Record pieces of work that
students have written
·
Teacher can use as a fun way to
engage/introduce students to a topic
·
Students can listen to their
own work and edit it
·
Students can use it to make
notes to themselves of what has to be done
·
Can use it as a way to share
and discuss world, local and classroom news (fake radio station)
Plus
|
Minus
|
Interesting
|
· Engages learners
· More students are interested in it then just listening or reading
something
· Can be used for a variety of functions
· Gives students more information on a topic
· Alternate way to give directions and information
· Students can listen to someone other than the teacher
· Students can listen to their own work and hear what they have done
well/ poorly and what needs to be improved on
· Teacher can use it to mark student work
|
· Can be
distracting
· Can be
difficult for some to use
· Has to be
used in an effective many otherwise it just wastes time
|
· Can
change the type of audio file to suit the program
· Can
change voices
|
SAMR
Model
| |
Redefinition
|
Allows students to share audio files on the
internet and receive feedback and share learning with others
|
Modification
|
Allows
students to record an audio file of them pretending to be multiple people in their speech (different
researchers) by physically or technologically changing their voice, put in
background noises to suit
|
Augmentation
|
Taking note of tone, pitch, long pauses,
long stumbled phrases and editing
|
Substitution
|
Recording
their speech as their assessment
|
Video
Technical Aspects:
Videos can be made up of moving and still images and
sounds. There can be voice overs, background
sound and music embedded. They can show
a recording of something that has been created or something that has happened in
real life or to compile images taken. They
can be shown on computers, televisions, iPads, phones, etc. They can be uploaded and shared with specific
people or everyone.
Teaching Context:
“Student generated digital video projects….are now being
used in many classrooms to support, extend, or change pedagogy and curriculum
outcomes” due to the increase in usability and function (Kearney & Schuck,
p.189, 2006). Kearney and Schuck (p.190, 2006) also inform us that “authentic
tasks provide real world relevance and personal meaning to the learner.” This needs
to be considered when planning classroom tasks and using technology, it needs
to have a purpose. Authentic tasks can be created through using and creating videos
in your classroom. Videos can be made by
or shared with the students. They are a
great engaging and informative learning tool.
Students creating videos:
·
Taking videos as; an art
project, a technology project, of a vacation to show and tell the class, of an
excursion to be able to reflect on what they saw, to create a story book, to
edit to suit a certain purpose (story, art), to show what certain students have
done or learnt, what the whole class is working on, a how to of class
activities or routines, to show class rules
·
Finding videos; for a story,
to share learning, to learn from.
·
My students just used their
iPads to create a story book for their prep buddies.
·
Creating a video of acting
out a storybook that they have created
·
Filming themselves presenting
and then looking back on it to reflect and to share with other students to
increase their peers knowledge of a subjects
Students viewing videos:
·
The teacher shows the students
a short clip as a stimulus for a writing task.
·
Teachers can show students a
video of an expert on the topic they are teaching
·
Teachers can show a video to
help explain the content, either a quick clip of a how to, or a long video on
Antarctic animals, etc.
·
An engagement piece to draw
students’ attention and gain interest in the topic.
·
Showing students how to do
certain class tasks
·
Recording student performances
and learning to later mark, show as an example, share with parents, reflect on
·
I used videos in my science
lessons to show students how states of matter changed from one form to another,
as it is easier to show in a video
·
My current students watch
multiplication YouTube videos that are songs and they have to sing along to
help them remember what their multiplications are
·
My current students are
studying government so before going to Parliament house next week they have
been watching a video on the different types of parliament and writing
notes on what they have learnt from the videos
Plus
|
Minus
|
Interesting
|
· Engages learners
· More students are interested in it then just listening or reading
something
· Can be used for a variety of functions
· Gives students more information on a topic
· Used to record work so that it can be looked back on later by
teachers or students, or shared with parents or other students
· Students love making videos
· Most programs are easy to use
· Can learn more information from other sources
· Can show visual representations of a topic that a teacher couldn’t
· Can record student work
· Create ownership and pride in work
· Can see their own presentations
· Can add visual effects, voice over’s, music, background, animations
· Encourages peer collaboration
|
· Can be
distracting
· Can be
difficult for some to use
· Can be
time wasting if students have to have everything perfect, so needs to be
monitored
· May need
extra helpers that are tech savvy
· Teachers
need to ensure that both them and students are using safe and legal/ethical
practice if uploading to the internet
|
· Different
types of audio files
· Can add
anything to a video
· Can edit
out anything
· Can share
worldwide
|
SAMR
Model
| |
Redefinition
|
Students create a video of their story with
classmates acting it out, sound effects, voice overs, green screens, mystical
effects, background music, any other features that make it a great end
product. They can then share this with
peers and parents
|
Modification
|
Students
find images and create a video to go along with their story and have them as
a voice over.
|
Augmentation
|
Students record them reading their story to edit
and to reflect on to see what they could improve on
|
Substitution
|
Students
record them reading their story to show to their teacher
|
Comparison:
There are similarities and difference between the functions
and usability of each this week’s digital tools. Images can be shown by just images and
through videos, and sometimes even audio.
Audio can be used for just plain audio files and functions or to improve
a video. Each of the tools can be
effective teaching and learning tools in the classroom and are engaging to
learners. Each tool can either be used
or created by students and teachers.
Each tool; Engages learners, more students are interested in it then
just listening or reading something, can be used for a variety of functions, gives
students more information on a topic and can be distracting.
Evidence of
Technologies:
References:
Kearney, M., & Schuck, S. (2006). Spotlight on authentic
learning: Student developed digital video projects. Australasian
Journal of Educational Technology, 22(2).
Moodle,
(2015). Managing E-Learning. Digital Tool 4: Images .CQUniversity. Retrieved on 7 August 2015 at https://moodle.cqu.edu.au/mod/page/view.php?id=101681
Thibault, M., & Walbert, D. (2003). Reading images: an
introduction to visual literacy. Learn NC.
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