(Almost) Two Dozen Ways to use Digital Photography in the Classroom

1. Photograph students dressed up as what they want to be when they grow up and use the pictures to illustrate career reports.
2. Take lots of pictures while on a class field trip. Have students write a caption for each picture, post the photos and captions to a Web site to create a virtual field trip.
3. Photograph “a day in the life of your classroom" for parent Open House. Create a slide show to run as parents tour your classroom.
4. Store a photograph with each student's electronic portfolio.
5. Assign pairs of students to walk through the school to find such examples of geometric shapes as circles, triangles, parallel lines, obtuse angles, and so on. Label each photo and create a geometry book.
6. Photograph community landmarks and have students create a brochure about your community.
7. For younger students, take pictures of easily recognizable signs in your community and assemble the photos into an "I Can Read" book.
8. Use photographs to illustrate the process for complicated projects or for science experiments. 9. Write a class novel and illustrate it with live-action photos of your students.
10. Take pictures of class procedures and display them in the classroom as a reminder.
11. Create a seating chart with photographs for substitutes.
12. Take pictures of each child’s eyes, nose, feet, or mouth only. Have children try to match each student to his or her body part.
13. Make picture frames for a Mother’s Day or Father’s Day gift. Glue each photo into a decorated jar lid and glue a magnet to the back.
14. Document the growth of classroom plants or animals with daily or weekly photos.
15. Take photos of school staff performing their duties. Write a caption for each photo and create a Community Workers book.
16. Snap a black-and-white headshot of each student, size it to ¼ page, and place a box frame around it. Place a blank box the same size as the framed picture beside it. Have students draw ½-inch to 1-inch gridlines in pencil in both boxes and label the gridlines 1, 2, 3, 4, 5, and so on in each direction. Then have students try to duplicate their pictures by drawing only what they see in each grid.
17. Take a photograph of each student at the beginning and end of the school year. Have students complete Venn diagrams of themselves, showing how they have -- and haven’t -- changed during the year.
18. Compile a set of file cards naming such abstract concepts or emotions as freedom, love, hate, honor, joy, sorrow, patriotism, responsibility, and respect. Have students select a card at random and take a photograph illustrating that concept.
19. Have each student choose a letter and find an object that begins with that letter. Take a picture of the child with the object and use the pictures to create a class alphabet chart.
20. Arrange students into groups and assign each group one of the five senses. Have each group photograph the appropriate sensory organ and then have them take pictures of objects that organ might best perceive. pictures to illustrate such science concepts as food chain, biodiversity, biome, and so on.
21. Have students go on a photographic scavenger hunt, taking pictures of the objects they find rather than retrieving the objects themselves.
22. Take pictures of plants or animals in your community and use them to create a field guide of local wildlife

The Visual Learner

A Visual Learner Learns Best By:

*Taking notes and making lists to read later
*Reading information to be learned
*Learning from books, videotapes, filmstrips and printouts
*Seeing a demonstration

THE VISUAL LEARNER WILL NEED TO SEE ALL STUDY MATERIAL

.1.Practice visualizing (mental imagery) or picturing spelling words
.2.Write out everything for frequent and quick visual review
.3.Analyze words by tearing them apart and putting them back together (to-get-her- together)
.4.Use color coding when learning new concepts (x and y axis different color when graphing)
.5.Use enlarged paper for graphing, making it easier for the visual learner to plot lines
.6.Use outlines of reading assignments which cover key points and guide your reading
.7.Draw lines around the configuration of printed words and structural word elements
.8.Use charts, maps, timelines, and filmstrips when learning new material
.9.Use notes and flash cards for review of material, vocabulary, and terminology for a specific course
.10.Use a dictionary. All the visual cues are present: syllabication, definitions, configurations, affixes, etc
.11.Use graphic organizers and diagrams
.12.Use videos
.13.Utilize "mapping" techniques and draw pictures symbolizing information
.14.Highlight and underline key concepts
.15.Retype notes - use different fonts, bold print, and underline important concepts and facts.

VISUAL LEARNER STRATEGIES in MATHEMATICS

*Use visual cues such as flash cards and concrete items.
*Use graph paper for organizing math problems.
*Color code math problems.

READING/LITERATURE

*When learning new vocabulary words, look up their meaning in the dictionary and write down their definition on flash cards.
*Sit close to the instructor for writing board demonstration, etc.
*Use sight words, flash cards - then close your eyes and visualize what you have seen.
*Use charts, graphs, and other visual cues.WRITING/SPELLING
*Use visual study methods rather than recitation of words.
*Write each spelling word several times.
*Trace words with colored marking pens.
*Visualize words mentally and then reproduce them on paper.

SOCIAL SCIENCES

*Learn new material with visual stimulation (videos, computers, etc.).
*Use colored pens when taking notes - each color represents a degree of importance--blue notes are main themes, red notes are supporting details, green notes are specific details.

FACTS ABOUT THE VISUAL LEARNER

Is A Natural At

*Dressing well, putting clothes together easily
*Remembering details and colors of what he/she sees
*Reading, spelling and proof reading
*Remembering faces of people he/she meets (forgets names); remembers names seen in print
*Quietly taking in surroundings
*Creating mental photosStudying/Reading Characteristics
*Reads for pleasure and relaxation; reads rapidly
*Can spend long periods of time studying
*Requires quiet during study
*Learns to spell words in configurations rather than phoneticallyDifficulties in School
*Having to take action before either seeing or reading about what needs to be done
*Working in an environment with noise or movement
*Turning out sounds (not very easy responsive to music)
*Listening to lectures without visual pictures or graphics to illustrate
*Working in classrooms with drab colors
*Working under fluorescent lights (makes it hard to concentrate)

The History of Storytelling

This article certainly makes you think about why storytelling all began, and how so many of the reasons stories were shared are still relevant today. The passing of knowledge and wisdom through the telling of stories is something that has always existed and probably always will.

What is storytelling? "Relating a tale to one or more listeners through voice and gestures." Would this change if stories were told through digital storytelling? Certainly voice would be used and gestures could be added in a wide variety of formats.

How do stories help children understand themselves and relate to others? Children are able to make connections to the experiences of the characters, relating their own feelings to those of the characters. Stories also allow children to expand their understanding of the world.

How do children grow when they become story tellers?
-They learn to sequence events
-They develop problem solving skills
-They grow in self-confidence
-They develop vocabulary
-They feel important

The Storyteller's Creed

"I believe that imagination is stronger than knowledge. That myth is more potent than history. That dreams are more powerful than facts. That hope always triumphs over expereince. That laughter is the only cure for grief. And I believe that love is stronger than death."

Robert Fulghum

This article is very valuable, because it focuses on the true value of telling stories, whether it be through reading aloud or digital storytelling. Stories allow children to develop immeasurable skills and gain endless experience.

Differentiating Instruction and Digital Storytelling

Digital storytelling certainly allows for differentialted instruction. It captures the interests of the students and can be individualized for each student. Teachers have the opportunity to individualize the content, process and product based on the readiness of the student and their comfort level with technology.

http://www.slideshare.net/cliotech/digital-storytelling-26161

Enduring Understanding

We learn...

10% of what we READ

20% of what we HEAR

30% of what we SEE

40% of what we both SEE and HEAR

70% of what is DISCUSSED with others

80% of what we EXPERIENCE personally

95% of what we TEACH someone else

-William Glasser

What is digital storytelling anyways?

"Digital Storytelling is the modern expression of the ancient art of storytelling. Digital stories derive their power by weaving images, music, narrative and voice together, thereby giving deep dimension and vivid color to characters, situations, experiences, and insights."

Seven Elements of Digital Storytelling

Point of View
A Dramatic Question
Emotional Content
The Gift of your Voice
The Power of the Soundtrack
Economy
Pacing

Head-on Approaches to Teaching Higher-Order Thinking

• "Thinking Thursdays"- set aside a given amount of time to try new approaches to teach creative problem solving
• "Word Creation"- Define a large "wow" word and explain how definition fits the word
• "Unusual Uses"- Choose a common object and find as many unusual uses for the object
• "Circumstances and Consequences"- What would happen if.... (use as Journal questions)
• "Product Improvements"- Eg. How could the computer be improved?

No More Chalk-Article

Wow, an interesting and eye opening article, as it reminds all of us what we don't have in our classrooms! I would certainly love to have all the gadgets and gizmos mentioned in this article. The quote "a growing chorus of experts say teachers must engage young people on their terms or risk boring them" cannot be argued with. I see how excited students get when they are given the opportuniyt to learn something new in the lab and apply it to their learning. Long gone is the time where a teacher's only teaching tool is the chalkboard.

A few quotes that stood out that reiterate the value of technology in the classroom and the reality of it:

"Studies suggest that when technology is effectively integrated into the curriculum, it imporves performance."

"Research has shown that students who learned through digital filmaking do substantially better on standardized tests than those who do not."

"Studies on the use of microphones indicate they are effective in keeping students' attention."

"Technology is what happens in real life. It isn't cheap. Wiring and equipping a digital classroom costs about $20 000."

The benefits of technology in the classroom are huge. Realistically, we need to keep in mind, however, that as a teacher there is only so much we can do. The majority of us do not have a digital classroom, and are usually scrounging for lab time. If we are aware of the benefits of technology, we must also be aware that not all of our wonderful ideas can be implemented immediately. We need to take small steps and be proud of our technological accomplishments.

Cyber-Bulleying- Guest Speaker

Make the students aware of the seriousness of cyber-bulleying! Invite a police officer in to your school to present the facts about cyber-bulleying. We had an officer visit our school and he shared some alarming facts, we also invited parents out to make them aware of the depth of the problem. He shared strategies with the students and parents about how to stop cyber-bulleying as well as stop other leering predators in cyber-space. He provided some great internet safety rules! Cyber-bulleying is as big a problem as bulleying within the school, and it is much harder to catch and reprimand the bullies. Certainly a worthwhile option to consider.

Technology in the Primary and Junior Classroom

As I was contemplating the issue of technology in the classroom, I immediately asked myself the question, "How well is technology being implemented into the class"? It is my belief that the successful implementation of technology into the Primary and Junior classroom (and I focus on those groups because that is what I have and am currently teaching) is largely dependent on the comfort level of the classroom teacher. I read an interesting article on-line, entitled "Conceptions or Misconceptions? Primary Teachers' Perceptions and Use of Computers in the Classroom" that supported this idea. The article concluded that there are two broad groups of teachers that exist, those that are simply aware of computers, and those that feel that computers should be used to enhance and teaching and learning.

I can certainly see these two groups within my small staff. I teach at a school with a population of about 200 students, from JK to Grade 8. Those teachers that are comfortable with computers are the ones who are implementing technology into their lessons and regularly using computers as a means of teaching and learning. They take any in-services offered by the Board as an opportunity to enhance their teaching and improve student learning. Those that are not as comfortable see in-services as an area of concern. They tend to use the computers as a way of reinforcing or practising skills learned in the classroom, also a benefit to the students. It is certainly my hope that through this course, I am able to successfully implement technological ideas that will both facilitate and enhance my teaching and my students' learning, and that I am able to be a benefit to those teachers that may not feel as comfortable using the computer as a means of teaching and learning.