Although I enjoy being creative and find myself to engage more with visual stimuli, I have never thought about using photos to enhance my teaching. I tend to assume photos are only used as a filler, to give students a break between blocks of information. I do not like photos being utilised for the sake of it. So after reading about images this week, I was determined to change my course of thinking, and think outside the box.
Why Choose Images?
Able to illustrate change and journey.
Images show a change in time, place, context etc.
In a learning environment images could be constructed for this purpose to aid in evaluations of events, drawing conclusions, analysing changes.
E.g. A geography excursion to a beach location to investigate rock formations and erosion. Students take photos of formations, then at school they are to search for similar formations from different locations on an image search engine. They then must compare the two images and analyse the environmental conditions leading to these formations.
Utilised to solve problems.
Perhaps my favorite use of images. Being able to see the outcome of a problem can help solve it.
E.g. ABC and DEF are two isosceles triangles. <ABC and <DEF and right angles. BC is 10m, DF is 7m and AC is 14m. Prove ABC is similar to DEF and therefore find the value of a.
The below image was found on Flickr and then uploaded to ArtRage where I was able to draw the information onto the image. This would be a great tool for future mathematics problems.
Display different perspectives.
When searching with a keyword, thousands of images are found but all are different. What one person associated with a place/thing/concept isn’t necessarily what everyone sees.
E.g. Go to Flickr and type Rome in the search bar. Images of landscape, people, activities etc are displayed. Most images are unique and portray the creator's view of Rome.
In a learning environment images could be constructed for this purpose to gain a wider understanding of a person/place/thing/concept.
Personalise images to enhance meaning.
Editing allows the creator to extend on their image, give their image more meaning. Make images presentable. Display images in a unique way.
In a learning environment images could be constructed this way to engage the learner. Students can edit their images from a field trip, marking important information by drawing around them on editing softwares. E.g. An excursion to the mangroves, students take photos of the plants. They return to school, upload their photos and mark high tide marks on the images.
The below image was found on Flickr and then uploaded to ArtRage where I was able to draw the information onto the image.
What Technical Aspects are Involved?
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How do Images Fit Into my Pedagogy?
I found it challenging to fit my pedagogy to images this week, especially for collaborative work. I think it is important to remember that images do not need to be used on their own and can be more beneficial when integrated with other tools.
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How Can Images Fit Into SAMR?
Substitution
As a teacher, I have typed some notes about sine, cos and tan. I have included an image of a triangle, which indicates the hypotenuse, adjacent and opposite side. There is no direct link made between the written words and the diagram. Students are asked to copy down the notes into their work books.
Augmentation
As a teacher, I have created a class wiki about similar triangles. I have uploaded questions and images that correspond to the data in the questions. Students need to download the image and upload to an editing software, such as ArtRage. In this program they need to draw all given information on the image. Using this image they can then solve the problem.
This activity is at the augmentation stage as students could just as easily draw a diagram, with pen and paper, however using images online allows students to see the problem in a real life setting. Refer to diagram 2 of Why Choose Images.
Modification
If students wish to work ahead, or would like to revise a topic, Thinglinks can be created to deliver content in an interactive way. Displayed as a single image, links can be added to the image directing students to other resources. In the classroom, a student has decided to work ahead and opens the teacher’s blog and follows the link to a Thinglink about trigonometry and area. The Thinglink is colour coded for difficulty levels. The student selects an appropriate level and follows the link to a website full of exercises. Once completed the Thinglink, students can then make their own with links to topics they find challenging. At the end of each course students must make a Thinglink summarising what they have learnt.
Redefinition
Students are learning about the pythagorean theorem. They are asked to access Flickr and search structures that would have required pythagoras’s theorem to be built e.g. triangular roofs. These images will then be uploaded to their individual blogs. Students will then work together to categorise their images into building types e.g. roofs, windows, tiles etc. These images should be displayed in their new categories as a collage. Using these images as background research, students are then asked to contact industry professionals in the building sector, and investigate how important pythagoras's theorem is to their line of work. This contact can be made through twitter, blogger etc.
