Digital Imaging: Multidimensional Learning Experiences in Primary Classrooms

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 state�s 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 one�s own work.

18. � Kerri Peloso�s 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 one�s 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 America�s 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/