- Images
- Podcasting and digital audio
- Digital Video
Images
Analyse the text. What is an image?
An image is an artifact that depicts or records visual perception, for example a two-dimensional picutre, that has a similiar appearance to some subject usually a physical object or a person, thus providing a depiction of it. It is important that consideration into the useage of images in teaching is considered when students create and use images in their learning.
Analyse the functionality and scope of the text. What sort of things can images do?
Teachers can present learning materials to students with a purpose of thinking (knowledge, understanding, analysis, evaluation) influencing feelings, or supporting skills of development. Images can also create critical thinking by students viewing certain images and evaluating who was involved, what was involved, when did it happen, where did it happen and why did it happen.
What sort of materials/activities will images support?
It is important for students to read images correctly. Students may ask themselves: Who, What, When, Where and Why. The following two tools can support the teaching of images within the classroom:
- VoiceThred: Is a collaborative, multimedia slide show that holds images, documents and videos and allows users to leave comments by either: voice (mic or telephone), text, audio file or video (via web cam). Users are able to share their VoiceThred with friends, students, and colleagues and can even embed to show and receive comments on other websites.
- See Think Wonder: Is a routine that encourages students to make careful observations and thoughtful interpretations. It helps stimulate curiosity and sets a stage for inquiry: What do you see? What do you think about that? What does it make you wonder? This routine is effective when wanting students to think carefully about why something looks teh way it does or is the way it is. By using this routine at the start of a unit it will motivate students interest and allow them to connect with the topic of study.
My experience with images.
I have had alot of experience when it comes to images! I remember when completing Computer Studies in year 11 and 12 we had a program that allowed you to do absolutely anything with images! There are so many different apps and sites that allow you to 'play around' with images and even photos of your friends! I have to say my personal favourite is the 'aging app' that can make a 20 year old look 80 within seconds.
How will my students make use of this ICT for their learning? How would I apply/use this in my teaching context?
As a learning manager I would allow my students to be 'in charge' of their creative side. I would involve the meaning of images through art and then again through technology.For example- A website called PicArtia helps students to ceate mosaic online for free. I would research 'art online' and bring technology into the classroom. Art doesn't need to be sketching, painting or drawing but can be implemented within technology too. As a learning manager, I would try and implement technology in all subject areas.
How do images support higher order thinking?
To evaluate the support that an image lends to a claim, critically evaluate about images is essential. In doing so, the following higher order thinking skills need to take place:
- Relevance: For an image to support a claim, it must depict all of the key ideas contained in the claim. It doesn’t relate to any part of a claim, then it can’t prove the claim. Obviously, relevance is a matter of degree, but the more relevant an image is to a claim, the better the evidence that it provides.
- Significance: This concerns how much interpretation of the image is necessary; does the image speak for itself, or must we make assumptions about it in order for it to support the claim?
Selectivity: Which is to do with how representative the image is. If a general claim is supported by an image of a specific example, then we have to ask whether the example in the image is typical. It may be that it has been carefully selected to support a point, when actually most examples would go against it.
Podcasting
Analyse the text. What is a podcast?
A podcast is a sound file wich can be shared with others. A podcast is a type of digital media consisting of an episodic series of audio files subscribed to and downloaded through web syndication or streamed online to a computer or mobile device. It can be used within a classroom by recording of students performance or speech to provide a copy to a computer to view again.
Analyse the functionality and scope of the text. What sort of things can podcasts do?
1. Podcasts make information personal: In a podcast, the content is communicated directly to you, the listener, either verbally or through video. That’s a much more intimate way of getting information than reading it from an e-mail or document.
2. Podcasts are convenient and easy to consume: Once you subscribe to a podcast feed, new podcasts are automatically downloaded to your computer as soon as they are available. You can listen to them at your convenience.
3. Podcasts cut costs: Because podcasts are delivered digitally, they eliminate many costs associated with other forms of communication including postage, printing, and paper. They can also reduce meeting costs and e-mail storage costs. They are easy to archive and updating them is quick and easy.
4. Podcasting is a time-efficient form of communication: You can listen to podcasts while you do other things at work or at home, or during your commute. Some types of meetings can be eliminated in favor of podcasts, saving time and improving productivity.
5. Podcasts are portable: Once a podcast resides on your computer, if your computer is portable, you can take the podcast with you and listen whenever or wherever you want. Or, you can transfer the podcast to a personal media player such as an iPod.
6. Podcasting is an on-demand technlogy: Listeners decide what they want to hear, and when they want to hear it. On one hand, this means you’re competing for their eyes and ears. On the other hand, this means that if they are subscribing to your podcasts, there’s an excellent chance they’re actually getting the information you’re providing to them.
7. Podcasts are one wayto deliver on a social networking strategy: Your podcast subscribers are the core of your community and over time, they will be your best prospects for deepening the relationship through cross-sell and loyalty tactics.
What sort of materials/activities will podcast support?
In a classroom where students have access to computers (a computer lab or in a 1-1 environment), students complete work in class and participate in instructor lead activities followed by independent work with a Podcast as resource material. Students can go through the Podcast at their own pace -working through the assignment at their own pace, backing up and reviewing material from the Podcast as needed without slowing down the class as a whole.
My experience with podcasts
I can't say I have had any experience with podcasts! Hopefully as a Learning Manager, my students and I can explore podcasts together.
How will my students make use of this ICT for their learning? How would I apply/use this in my teaching context?
As a learning manager I would introduce my students to the podcasts as it will give them the oppotunity to provide information in a variety of ways to better meet their diverse learning styles and inclusion of current technlogy that they are already using. I believe that by using podcasts within my classroom it will change the interest level of my students for the better and they will be more engaged within the content that is being taught.
How do podcasts support higher order thinking?
The Critical Thinker Podcast is a platform where users explore what it means to be an independent critical thinker. The content in the podcast varies from episode to episode, but it’s organized around the idea that there are five principle components, or “pillars”, of critical thinking, and that all of these components need to be developed and brought to bear when reasoning about specific topics and when attempting to persuade through argumentation. These five pillars include:
- Logic
- Argumentation
- Rhetoric
- Background knowledge
- Attitudes and values
Digital Video
Analyse the text. What is a digital video?
Digital video refers to the capturing, manipulation, and storage of moving images that can be displaced on computer screens (The Lycos Tech Glossary, 1999). This requires that the moving images are digitally handled by the computer.
Analyse the functionality and scope of the text. What sort of things can digital videos do?
Digital videos can easily be edited unlike videotapes. If you want to edit videotapes you continually have to rewind, pause and fast forward the tape. Digital videos can be stored as standard computer files. This allows the video to be copied with no loss in quality and can also be transmitted over standard computer networks.
What sort of materials/activities will digital videos support?
Teachers have found that digital video segments very useful in customized e-learning. Students find video motivational and enjoy greater control over their own learning. Some activites that can be implemented with the use of a digital video could include:
- Increase student awareness of manipulative techniques used in advertising
- Develop greater critical literacy skills by conparing television or movie segments with own creations
- Creat learning resource video clips
- Use frame grabbing software to record and analysis critical events
My experience with digital videos
I haven't had a lot to do with digital video but I do know the basics. Record and stop! I remember doing a brief unit on digital videos in year 12 but I think if I was to do it again I wouldn't remember what was done. I look forward to discovering how to use unfamiliar tools with my students.
How will my students make use of this ICT for their learning? How would I apply/use this in my teaching context?
As a learning manager I would implement the use of digital video by recording students presentations. I would record each student individually as a 'practice' of their presentation and then play it back to them allowing them to view what they can improve on for their final presentation. This will allow students to use digital software and critically evaulate themselves by viewing their own presentations.
How do digital videos support higher order thinking?
Bloom's Digital Taxonomy supports higher order thinking of digital videos by:
- Creating: Designing, constructing, planning, producing, inventing, devising, making.
- Evaluating: Checking, hypothesising, critquing, experiementing, judging, testing, detecting, monitoring.
- Analysing: Comparing, organising, deconstructing, attributing, outlining, finding, structuring, integrating.
- Applying: Implementing, carrying out, using, excuting.
- Understanding: Interpreting, summarising, inferring, paraphrasing, classifiying, comparing, explaining, exemplifying.
- Remembering: Recognising, listing, describing, identifying, retrieving, naming, locating, finding.
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