Campbell, L. (2012). If you give a kid a video camera.. Learning and Leading with Technology, 39(5), 30-33.
http://www.iste.org/learn/publications/learning-and-leading/February-2012.aspx
Summary: The journal article, “If you Give a Kid a Video Camera” written by Laurie Campbell is a spin off of the book titled, If you Give a Mouse a Cookie. The overall message is highlighting the effects of providing a child with an innovative device, such as a video camera, to see what else they are able and want to come up with. The article provides several ideas of how educators can use a video camera in the classroom for any subject. Some of the ideas include, student refection’s of an activity, answering questions on video rather than with paper and pencil, creating pen pal letters via video camera, and recording landmarks to assist in making digital maps.
Reflection: I really enjoyed this article because the ideas and possibilities are endless. I work with students who have learning disabilities and I feel providing other avenues or means to express knowledge is critical in the classroom. Many of my students struggle with processing deficits therefore struggle when it comes time to write out answers to questions. I feel utilizing a video camera to help students answer questions can help students feel more successful.
Q1: My question related to this article has to do with social skills. I also work with a large population of autistic students. Is there a way we, as educators, can work with video cameras to practice social skills? I have showed videos that highlight examples and non-examples of appropriate social interaction. I feel that with the use of video cameras, teachers can create extensions to such social skills lessons by having the students create their own skit that highlights how to engage in conversation or other skills related to social skills. Some students may not like to see themselves on camera and that will take some time for students to adjust to the new way of learning but I don’t think that will be a huge problem. One other issue I foresee is getting permission for using a video camera. As a school district, we need parent approval to use a video with the students.
Q2: What other ways can schools use video cameras as 'teaching tools?' At our school, kids participate in a video club which helps to record and display our daily announcements for the entire school. This is an amazing way to have kids the initiative and show school pride. Our school site is spending a tremendous time on anti-bullying and the kids have taken over this initiative by incorporating video cameras. The students have created an anti-bulling campaign for the whole student body. The kids are having a competition of who can create the best anti-bullying skit. The best skit will be shown on our announcements. The kids are loving the opportunity to be on the morning announcements. I think this is a great idea!
Monday, March 5, 2012
Journal 3 Infographics
Krauss, J. (2012). Infographics more than words can say. Learning and Leading with Technology, 39(5), 10-11. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/DigitalEdition/digital-edition-May-2012.aspx
Summary: The article, “Infographics: More than Words Can Say,” written by Jane Krauss speaks of the benefits of utilizing infographics in the classroom. Infographics are a way to represent data and ideas through the use of pictures and other visuals. This causes the reader to interpret and explore the meaning of the picture by using multiple parts of the brain in order to understand the problem/information provided in the visual. By creating visuals requires the reading to use higher thinking skills to answer such questions as, ‘what am I seeing?’ And ‘What does this picture represent?’ These are the same skills people use to solve problems in computer science and engineering fields.
Reflection: As a special educator, I like the idea of info graphics because it combines the use of textbooks and lectures, which is the linguistics side of learning with visuals, graphic organizers and kinesthetic activities, which is the non-linguistic side of learning in order to assist comprehension. In my experience, most students are visual learners and/or benefit from visual cues so this can be a very powerful tool for students.
Question: My question relates to teaching special education students specifically. How affective are the use of info graphics in a classroom of students with learning disabilities? Most educators know that the more learning modalities one incorporates into a lesson, the more likely students will capture the objective and idea of the lesson. On the other hand, just like teaching from a textbook, the ‘depth’ of learning will vary when teaching special education students, solely because of their lack of experiences. I also feel that info graphics is a ‘solution’ based and ‘process’ based learning technique, which I feel students lack, whether they have learning difficulties or not. My students struggle just to locate basic information from a text that is literally stated within the text. I can’t imagine how much scaffolding and support my students would need in order for them to ‘find the solution’ or process within a visual. All in all, I would be very interested to see how a technique like this would be implemented into a special education setting.
Question 2: How can Infographics help students improve social skills? Many students with special needs lack appropriate social skills in order to be mainstreamed into the general population. I am wondering how can the use of infographics improve this concern? Although, infographics are used generally to create higher order thinking skills but I feel that the graphics can help the students learn basic interaction/social skills. Many students use a form of infographics already, especially students with autism. Rather than relying on verbal communication, many children point to pictures to communicate. I guess this is taking that technique and utilting it in other ways.
Summary: The article, “Infographics: More than Words Can Say,” written by Jane Krauss speaks of the benefits of utilizing infographics in the classroom. Infographics are a way to represent data and ideas through the use of pictures and other visuals. This causes the reader to interpret and explore the meaning of the picture by using multiple parts of the brain in order to understand the problem/information provided in the visual. By creating visuals requires the reading to use higher thinking skills to answer such questions as, ‘what am I seeing?’ And ‘What does this picture represent?’ These are the same skills people use to solve problems in computer science and engineering fields.
Reflection: As a special educator, I like the idea of info graphics because it combines the use of textbooks and lectures, which is the linguistics side of learning with visuals, graphic organizers and kinesthetic activities, which is the non-linguistic side of learning in order to assist comprehension. In my experience, most students are visual learners and/or benefit from visual cues so this can be a very powerful tool for students.
Question: My question relates to teaching special education students specifically. How affective are the use of info graphics in a classroom of students with learning disabilities? Most educators know that the more learning modalities one incorporates into a lesson, the more likely students will capture the objective and idea of the lesson. On the other hand, just like teaching from a textbook, the ‘depth’ of learning will vary when teaching special education students, solely because of their lack of experiences. I also feel that info graphics is a ‘solution’ based and ‘process’ based learning technique, which I feel students lack, whether they have learning difficulties or not. My students struggle just to locate basic information from a text that is literally stated within the text. I can’t imagine how much scaffolding and support my students would need in order for them to ‘find the solution’ or process within a visual. All in all, I would be very interested to see how a technique like this would be implemented into a special education setting.
Question 2: How can Infographics help students improve social skills? Many students with special needs lack appropriate social skills in order to be mainstreamed into the general population. I am wondering how can the use of infographics improve this concern? Although, infographics are used generally to create higher order thinking skills but I feel that the graphics can help the students learn basic interaction/social skills. Many students use a form of infographics already, especially students with autism. Rather than relying on verbal communication, many children point to pictures to communicate. I guess this is taking that technique and utilting it in other ways.
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