Digital Images:
- Use photos as a prompt/ stimulus for narrative or descriptive writing
- graphics for written reports or presentations
- Students can create story boards of events
- photos of field trips
- Photos for evidence of experiments/ step-by-step process
-create movies and put a story behind it
Having a digital camera in the classroom is essential. Students would be much more engaged if they have the ability to use the camera and integrate their photos into their published work. However, permission from parents to take photos of other students must granted.
Podcast:
Podcasts can be created from original material by students and teachers or existing audio files can be downloaded for classroom use. Creating a podcast allows students to share learning experiences. It provides them with a world-wide audience that makes learning meaningful and assessment authentic. Teachers can use the technology to provide additional and revision material to students to download and review at a time that suits them.
Digital Video:
With digital video students can:
-Create, write and compose interviews,
-Learn film editing and film composition skills (imovie, moviemaker)
-Students can use still photos, text overlay and sound to create a meaningful video- this could be a reflection task or a research project.
- Create emotion and feelings through text overlay and still images
- reach students with a variety of learning styles, especially visual learners, and students with a variety of information acquisition styles
- engage students in problem-solving and investigative activities
-help students practice media literacy and critical viewing skills
To sum up multimedia use in my classroom- It would be a definite! The centre for implementing technology in the classroom quotes, “When students are engaged in actively constructing knowledge from a combination of experience, interpretation and structured interactions with peers and teachers, they are more likely to gain an expert understanding of science concepts. Technology tools are one way to expose children to this type of learning.” Reflecting on my prac classroom, the students are always engaged and on task and I believe the reason being is that my mentor teacher is constantly intergrating ICT’s into her planning and lessons.
To sum up my thoughts on using digital video as an ICT tool in my classroom as a future Learning Manager, I used a SWOT anaylsis scaffold.
STRENGTHS | WEAKNESSESS | OPPORTUNITIES For certain strategies | THREATS | |
Digital Video | · Using sight and sound, video is the perfect medium for students who are auditory or visual learners · Engaging for students · Interactive · Can create movies for still pictures · Create, write and compose interviews · Reach students with a variety of learning styles · Engage students in problem-solving and investigative activities · help students practice media literacy and critical viewing skills | · Time consuming · Computers/cameras/ video cameras for whole class | · Can create emotional and touching presentations · Higher-order thinking · Creativity | · Ethical and safety issues when working online · Students need to be aware of creative common licences |
As with all ICT tools Learning Managers need to be concious of legal, safe and ethical standards and guidlines. In regards to the use of digital videos in the classroom Learning Managers should:
- model and teach appropraitate behaviour when filming themselves and others
- Be aware of creative commons licences
- Identify and use resources appropriate for diversity
- Promote safe use of technology resources
- Facilate equitable access to technological resources for all students
Reference
CITEd research center. (2010). Using Multimedia Tools to Help Students Learn Science. Retrieved from http://www.cited.org/index.aspx?page_id=148
No comments:
Post a Comment