Week 4 Reflection 3 Technologies Group 2 Images In the classroom (part 2)

This weeks task was to explore three different  digital technologies

 Digital Images, Digital Video, and Pod casting

LETS EXPLORE DIGITAL IMAGES

 

 :http://www.befunky.com   
 Befunky  is a simplistic photo editing program that enables the student or teacher to manipulate a photograph add a caption and then use for a variety of resources in the classroom or personal use.It could be used for any age depending on content.Ensuring students respect ethics ( identity, permission, source, copy write)It is a way to concrete meaning in the classroom by using a visual stimulus.It can create discussion ,allow for higher order thinking, have a purpose read comprehend and  understand, not just be used to look affective.

Posting Images through Flicker

 Flicker is a web base photo site that enables students to unload own photos or choose one from the creative commons to ensure copy-write ethics.It is a completely free site, images can be made public or private (for students this is perfect)The images can be tagged which allows others to do a specific search to find image.Students can use them for a variety of subjects from power point presentations to school excursions , to help with an oral presentation.This can be used individually or collaboratively e.g Load a picture to a smart board or overhead projector instantly the whole class is  engaged in discussion which leads to other pedagogy frameworks ensuring content is meaningful .
http://www.flickr.com/photos/oliverunifoto/

 Pedagogy of teaching with Images

How to use Images in the classroom in a pedagogical sound way.

 Create a Class Task using Digital Images: Year 8 English Creative writing or Persuasive essay or Argument or  Poem or Story

Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736)

Experiment with particular language features drawn from different types of texts, including combinations of language and visual choices to create new texts (ACELT1768)

 Task

  .1.Each Student  select a photo, cut ,crop,  create a caption ( can be  descriptive or simplistic this ensures catering to all levels of learners and allows many topics at once to suit individuality)
   .2.Each student places an edited photo/cropped /enhanced/with caption onto 1 giant stimulus sheet
   .3. Students to  Individually write down all the ideas/ themes/what  they see and what they don't see 
   .4..Encourage class  discussion  write ideas on board
    Encourage critical thinking and  higher order thinking   Five W's

• What is the focus ?Are there many? What are the signifiers ?
•  What is happening in the photo ? 
• What is in the foreground? What is in the back ground?
• What do you see/what don't you see?
• When was the photo taken/who do you see/W
• Why does this picture stand out among the others
• What feelings do the images evoke
•  What do you hear in the pictures smell taste feel )
• How many themes can you make?

5)  Write 5 most popular themes on board ( eg relationships , fantasy, environment, )
6) Allow students to discuss how they could tell a story share stories with a partner
7) Start the writing task
8) Read and Reflect what were the learning outcomes , how could the text be more interesting.

The  scaffolding of  images ensured it caters for all students’ ability and range. Allowing the student to develop problem based learning , create a deeper knowledge, construct a deeper Knowledge by sharing collaboratively ,being able to express and reflect ideas. Blooms Taxonomy Identifies levels of knowledge from simplistic to complex generating content in critical literacy, purpose, learning experience, to enhance skill development, collectively working and participating in a digital activity as well as a written task. This allows students to work on their own agendas, but using the support of others in the group as alternative perspectives on an issue?