Subject Specific Peripherals - Digital Cameras in Education


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  • This presentation is on Subject Specific Peripherals in education focusing on the use of digital cameras. Photo Credit 0.53
  • What is a subject specific peripheral? Peripherals are input or output devices attached to a host computer that expands its capabilities, (Perpherial, 2011). This can be an internal device or an external device. This a uxiliary equipment can be used for computer input - u sed to provide data and control signals to an information processing system , output –the results produced by the computer delivered through the peripheral device , storage - Non-transitory, semi-permanent or long-term, containment, holding, leaving, or placement of goods or materials, usually with the intention of retrieving them at a later time and communication - The two-way process, in which participants not only exchange information but also create and share. (Peripheral device, 2011) (Perpherial, 2011) 0.391 – 0.444
  • Types of Peripheral devices we are all familiar with include keyboards, mice, scanners, digital cameras and scandisk readers for Input Printers and speakers for output CD drives, USB flash drives and scandisk readers for storage microphones, modems, routers and web cams for communication Photo credits,72/ 0.157 – 1.01
  • A commonly used peripheral device in education is the digital camera. There are a range of cameras being used in schools from very basic compact cameras for early years and primary students through to digital single-lens reflex cameras used in some high school key learning areas (Lightbody, 2010). Compact digital cameras are usually of lower resolution and sometimes have lower zoom capabilities, though are cheap allowing multiple purchases. DSLR cameras have a much higher resolution and with interchangeable lenses, these are often expensive making multiple purchases in schools difficult. Many devices that are mobile now contain cameras which would be adequate for many tasks that require cameras. Digital cameras are generally made available to students during specific tasks in class time for many purposes. Taking photos with a digital camera is very similar to taking pictures with a film camera, just point and click. Most digital cameras have a LCD screen allowing instant viewing of the image. Digital cameras compared to film cameras are saving time, effort and money. Using digital memory or memory storage devices rather than film means that photos can be printed or used digitally immediately. Some digital cameras have the ability to take still images as well as short video. Digital cameras can link to a computer or printers via several connection methods including USB cables, inferred, scan disk readers and scandisk ports within laptops or printers. Digital cameras save pictures in a digital file such as PNG, GIF and JPEG. The different file formats is what determines how much space each photo will take up. Once photos are uploaded onto a computer the uses are endless, common uses would be printing, editing, displaying on web pages, in documents and on a variety of products. (Cavanaugh, 2006) Photo credits 1.361 – 2.371
  • Digital cameras can have many uses within the classroom. A few examples are enhancing lesson documents such as worksheets, teacher presentations, test items, food preparation notes, science reports, assisting language teaching, assisting students in special education and autistic applications. Communication including email attachments, images in web pages, uploaded photos (e.g. onto Flickr, Picasa, Photobucket) or video clips (e.g. onto YouTube) to share around the world, instant images can be transmitted from remote locations via a laptop computer and a satellite or mobile phone self esteem applications such as merit certificates, student of the week, photos of areas of belonging eg. Lockers, etc., encouraging effort through immediate recognition of achievement school promotional material or memorabilia for example photos for newspaper, newsletters, pamphlets, posters, yearbook, adding personal photos on cards (e.g. library card or student ID card) Artwork - artistic creations and manipulations, providing photos to make custom calendars, greeting cards, shirts and puzzles Creating scenes - creating panoramic images (with image stitching software), producing 360 degree virtual reality scenes (e.g. Quicktime VR), creation of 3D images (take 2 photos and view with a stereoscope) folios for dancing, drama, models, artists, academic work etc. recording student progress (including difficult-to-record evidence for process outcomes), photographing bulky work samples or other evidence in outcomes based education, student photos in teachers markbooks or administration records Processes -linking in with First Steps (procedure writing, etc.), taking images to show key stages for job progress records, record images of assembly of 3-D objects Presentation - presenting images on parents nights of students at work & play, enhancing slideshows or presentations, student assignments across the curriculum Records - taking photos or recording information on excursions or visitors, recording sequences of events in science experiments (e.g. life cycles, motion, ...), recording weather, types of clouds, ocean conditions, ... , - helping document an interview or biography, - documenting computer networks, sports equipment, etc., preparation of photo sheets to introduce staff or students analyzing physical education activities, taking images that capture different emotions, beauty, ..., - taking photos of natural or built environments (e.g. rivers, mountains, buildings, ...) learning about photography concepts (e.g. lighting, depth of field, motion effects), opportunities for students to develop a photography career (e.g. photojournalism, still life, fashion) (Lightbody, 2010) 2.00-4.37
  • Appropriate contexts for the use of digital cameras are where the focus is on collaborative learning with connection to the real-world and multimodal learning. The Australian national curriculum states using ICT which includes digital cameras within a classroom allow students to “develop skills in using information technology when conducting research, a range of digital technologies to create, publish and present their learning, and communication technologies to collaborate and communicate with others both within and beyond the classroom” (Australian Curriculum, Assessment and Reporting Authority, 2011, pp. 11). Digital cameras can be beneficial in classrooms that focus on collaboration, real-world involvement, knowledge building and multimodality. Within a constructionist framework students can be “active builders of their own intellectual structures” (Finger, Russell, Jamieson-Proctor & Russell, 2007, pp.119). using digital cameras in peer supported environments. According to the Ministerial Council on Education, Employment, Training and youth Affairs “In this digital age, young people need to be highly skilled in the use of ICT” (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008). Photo credit 5.20
  • In the Contemporary Learning: Learning in a online world document from 2005 the Ministerial Council on Education, Employment, Training and Youth Affairs stated “Pedagogies that integrate information and communication technologies can engage students in ways not previously possible, enhance achievement, create new learning possibilities and extend interaction with local and global communities. (MCEETYA, 2005). Continuous learning with clear purpose and connection to the real-world is critical to developing the capabilities, dispositions and literacies required to participate in society and to deal with the complexity of issues and change. (MCEETYA, 2005). As the use of digital cameras and the photos taken can be used for a variety of educational purposes, they should be used with a range of different pedagogical approaches. Often in lessons involving digital cameras there will be a practical real-world context allowing students to actively engage and apply their previous knowledge and build on it (Finger, Russell, Jamieson-Proctor & Russell, 2007). Using an ICT that can be so easily shared with others in use and presentation, it is logical to have students engage with one another as they learn through their social world (Finger, Russell, Jamieson-Proctor & Russell, 2007). As I believe students interaction with the real-world and peers is valuable for life- learning with the use of ICT constructivism, social constructivism and constructionism would be the most applicable pedogogical approaches. Photo Credits 6.00
  • Using digital cameras within a constructivism framework students can build their own knowledge and understandings from their previous knowledge and engaging in real-world task. Constructivism “heralds from work of Jean Piaget and incorporates other learning theories…” (Finger, Russell, Jamieson-Proctor, & Russell, 2007, p. 119). “ It is based on active engagement by the learner with ideas and materials, and students add to their previous knowledge set” (Finger, Russell, Jamieson-Proctor, & Russell, 2007, p. 119). Photo credits 6.17
  • As the name suggests Social constructivism is a constructivist framework with a social element. Therefore it remains learner focuses, builds on learners previous knowledge and uses real-world task with the element of collaboration. Social Constructivism “stems from the work of Lev Vygostky, who felt that cognitive development was directly related to and based on social development” (Finger, Russell, Jamieson-Proctor, & Russell, 2007). Photo Credits 6.35
  • Constructionism like constructivism and social constructivism is also learner focused, builds on learners previous knowledge and uses real-world tasks. Constructionism is however “specialised because technology is employed for exploring, expressing and exchanging ideas” (Finger, Russell, Jamieson-Proctor, & Russell, 2007). “ Constructionism changes a teachers traditional role from delivering information to organising sociotechnical networks that promote construction of knowledge” (Finger, Russell, Jamieson-Proctor, & Russell, 2007). Photo credit 6.55
  • Due to the small size and ease of availability of a digital camera there will be very little impact on classroom organisation. The only impact will be that learning may occur outside the four walls of the classroom with students using the digital camera in the playground, on excursions or even at home. This flexibility will allow students to move away from the confines of their classroom and be involved in genuine real-world tasks. Photo Credits 7.15
  • Student organisation would depend on the task at hand as students could work as a whole group, small groups, pairs or individuals when using digital cameras. This may include researching what to take photos of, setting up the environment or subject for a photo and editing or using the photo digitally or in printed form. Photo Credit
  • The main legal and ethical considerations for using digital cameras are correct use and safety. Teachers are to follow education standards, using photos for official purposes and acquiring consent form school principals and parents (Department of Education and Training, 2011). Students should be taught how to ethically and safely use cameras to ensure they are aware of how and what to take photos of in consideration of others and the schools property including the camera. Teachers are to carefully supervise student’s use of cameras to ensure that photos are appropriately taken and used (Commission for Children and Young People and Child Guardian, 2008) Correct use of digital cameras by students – privacy of others (indecent photos of peers, unauthorized publication) Correct use of cameras by teachers – consent from principle, consent from parents
  • The use of digital cameras could be integrated and transformative in all Key Learning Areas. In most KLAs digital cameras could be used to investigate, create, and communicate (ACARA, n.d.). In Technology they can be used to allow students to apply appropriate protocols and operation of ICT. (Cavanaugh, 2006) Students develop ICT competence when they learn to: • Investigate with ICT: using ICT to plan and refine information searches; to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems • Create with ICT: using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks • Communicate with ICT: using ICT to communicate ideas and information with others adhering to social protocols appropriate to the communicative context (purpose, audience and technology) • Operate ICT: applying technical knowledge and skills to use ICT efficiently and to manage data and information when and as needed • Apply appropriate social and ethical protocols and practices to operate and manage ICT (ACARA, n.d.) The uses of a digital camera across the curriculums is almost endless. The following is only a few examples.
  • In English a digital camera can used be to support written literature, vocabulary and parts of speech (Cavanaugh, 2006); to look at synonyms, antonyms, explore different emotions, used for illustrations and to look at different text in the real-world (ACARA, 2010). Photo credit
  • In Mathematics digital cameras can be used to show perspective, scale, measurements, shapes, structure (Cavanaugh, 2006); to enhance counting, encourage subitising and look at mathematics in a real-world context (ACARA, 2010). Photo Credit
  • In Science digital cameras can be used to record, document and provide evidence (Cavanaugh, 2006); to observe, inform, explore and see science as a real-world endeavour (ACARA, 2010). Photo Credit
  • In Studies of Society and the Environment digital cameras can be used to investigate, document and record the school grounds, peers, the community and on excursions. Photos can be used in presentations, displays and projects. Photo Credit
  • Digital cameras could be used in The Arts to create and document creations and performances, used to show sequences and to remember excursions and visitors. Photo Credits
  • Digital cameras can be used in Health and Physical Education to identify body parts, body movements, and use of equipment. There are many more ways digital cameras can be used in the classroom. The use of such a simply ICT will be up to you the teacher and your future students. Photo credit
  • Thank you for your time. Hopefully this presentation on subject specific peripherals specifically Digital cameras has been some what enlighting and reinforced your opinion of the use of digital cameras within the educational setting. If you would like further details on anything mentioned within the presentation please check out the glogster as there are many links to the original sources of information that were used in its development. Photo Credit
  • Introduction video - - application of digital camera – application of digital cameras
  • Subject Specific Peripherals - Digital Cameras in Education

    1. 1. Jaylene Page u1014688 Subject Specific Peripherals in Education: Digital Cameras
    2. 2. Subject Specific Peripherals <ul><li>“ A peripheral is a device attached to a host computer, but not part of it…. It expands the host's capabilities….” </li></ul><ul><li>(Wikipedia: Peripheral, 2011). </li></ul><ul><li>“ Auxiliary equipment used for computer input, output, storage, communication, or other functions under the direct control of a computer” </li></ul><ul><li>(Peripheral device, 2011). </li></ul>
    3. 3. Types of Peripheral Devices <ul><li>Input Storage </li></ul><ul><li>Communication </li></ul><ul><li>Output </li></ul>
    4. 4. Digital Cameras <ul><li>“ A digital camera is a camera that takes video or still photographs, or both, digitally by recording images via an electronic image sensor.” (Wikipedia: Digital Camera, 2011). </li></ul><ul><li>Most 21st century cameras are digital. </li></ul>Compact Digital Camera Digital single-lens reflex camera
    5. 5. Digital Cameras in Education <ul><li>Enhancing lesson documents </li></ul><ul><li>Communication </li></ul><ul><li>Self esteem </li></ul><ul><li>School promotional material or memorabilia </li></ul><ul><li>Artwork </li></ul><ul><li>Creating scenes </li></ul><ul><li>Folios </li></ul><ul><li>Processes </li></ul><ul><li>Records </li></ul><ul><li>Analyzing </li></ul><ul><li>Opportunity to develop photography career </li></ul><ul><li>(Lightbody, 2010) </li></ul>
    6. 6. Identification of appropriate context/s for use Collaborative Real-World Multimodal
    7. 7. Pedagogical approaches <ul><li>“ Pedagogies that integrate information and communication technologies can engage students in ways not previously possible, enhance achievement, create new learning possibilities and extend interaction with local and global communities.“ (MCEETYA, 2005). </li></ul>Constructivism Social Constructivism Constructionism
    8. 8. Constructivism <ul><li>Learner focused </li></ul><ul><li>Learners previous knowledge </li></ul><ul><li>Real-world </li></ul>
    9. 9. Social Constructivism <ul><li>Learner focused </li></ul><ul><li>Learners previous knowledge </li></ul><ul><li>Real-world </li></ul><ul><li>Collaboration </li></ul>
    10. 10. Constructionism <ul><li>Learner focused </li></ul><ul><li>Learners previous knowledge </li></ul><ul><li>Real-world </li></ul><ul><li>Technology </li></ul>
    11. 11. Classroom organisation
    12. 12. Student organisation
    13. 13. Legal/Ethical considerations <ul><li>Use – </li></ul><ul><li>Appropriate content </li></ul><ul><li>consent </li></ul><ul><li>Safety – </li></ul><ul><li>Damage to camera </li></ul><ul><li>OHS </li></ul>
    14. 14. Curriculum area focus <ul><li>Investigate with ICT </li></ul><ul><li>Create with ICT </li></ul><ul><li>Communicate with ICT </li></ul><ul><li>Operate ICT </li></ul><ul><li>Protocols </li></ul><ul><li>(ACARA, n.d.) </li></ul>
    15. 15. English
    16. 16. Mathematics
    17. 17. Science
    18. 18. SoSE
    19. 19. The Arts
    20. 20. HPE
    21. 22. References <ul><li>Australian Curriculum, Assessment and Reporting Authority (ACARA) (2010). The Australian Curriculum English. Retrieved March 6, 2011, from </li></ul><ul><li>Australian Curriculum, Assessment and Reporting Authority (ACARA) (2010). The Australian Curriculum Mathematics. Retrieved March 6, 2011, from </li></ul><ul><li>Australian Curriculum, Assessment and Reporting Authority (ACARA) (2010). The Australian Curriculum Science. Retrieved March 6, 2011, from </li></ul><ul><li>Australian Curriculum, Assessment and Reporting Authority. (n.d.). Information and communication Technology (ICT) competence. Retrieved April 10, 2011, from communication-technology-competence </li></ul><ul><li>Commission for Children and Young People and Child Guardian. (2008). Tips for parents on photography of children and young people. [Fact sheet]. Retrieved April 9, 2011, from </li></ul><ul><li>Department of Education and Training.(2011). Standard of Practice to support the code of conduct. Retrieved April 6, 2011, from </li></ul><ul><li>Digital Camera. (2011). Retrieved April 13, 2011, from Wikipedia: The Free Encyclopedia. Wiki: </li></ul><ul><li>Finger, G., Russell, G., Jamieson-Proctor, R., & Russell, N. (2007). Transforming learning with ICT - Making IT Happen!. Sydney: Pearson. </li></ul><ul><li>Lightbody, K. (2010). Digital Cameras Enhance Education. Retrieved April 14, 2011, from </li></ul><ul><li>Ministerial Council on Education, Employment, Training and Youth Affairs. (2005). Contemporary Learning: Learning in a online world. Retrieved April 2, 2011, from </li></ul><ul><li>Peripheral. (2011). Retrieved April 10, 2011, from Wikipedia: The Free Encyclopedia. Wiki: </li></ul><ul><li>Peripheral Device. (2011). Retrieved April 13, 2011, from </li></ul>