W4_ Reading

(Bruce Neubauer, 2009)

An e-Learning Science Fair

Discusses the creation of an E-Learning Science Fair (ELSF) and how to use it to incorporate digital media and collaborative, online learning.  This article did not speak directly to the my AR project but its principles of using technology to create a more vibrant science fair experience fit perfectly into my project direction.  It centers around collaborative discovery and the digital categorizing and presentation of the data.  It replaces the old standby science fair with the trifold panel board.  Students had to incorporate an e-diary that would be supervised by an online mentor.  They were expected to post regular reports and as well as update video and photo data as evidence of their findings.     

Fleischer, S., Spaid, R., & Christmann, E. (2006). An e-learning science fair. Science Scope, 29(4), 10-13. Retrieved from Education Research Complete database.

Aim, Shoot, Ready!  Future Teachers Learn to ‘Do’ Video

Now that video technology is becoming more affordable for schools, teachers are being encouraged to use it as part of classroom instruction.  Discussed how video media is not the actual world, but an artistic representation of the world.  Video is able to take information beyond just the printed page and provide a life  to information.  Also described the need to give enough time to teach the video and editing technology as part of the course.  And even beyond simply reporting, video has the possibility to produce actual text.  This article is dealing with college level coursework, but its principles fit my AR project perfectly.      

Hernández-Ramos, P. (2007). Aim, shoot, ready! Future teachers learn to ‘do’ video. British Journal of Educational Technology, 38(1), 33-41. doi:10.1111/j.1467-8535.2006.00600.x.

Splitting Clips and Telling Tales: Students Interaction with Digital Video

Describes a group of ten year old children in the UK who were given training on digital video gear and then given structured class assignments to express their understanding of the technology.  Most children only have the experience with digital video from the perspective of being a passive viewer.  New studies are showing that children as makers of media is a new frontier in education.  Discussed the tension between students wanting to just ‘play’ with the video software and the need for the teacher to encourage the students to complete their assigned projects.  Student interaction with the technology fell into three categories: compliance, creating, and futzing.  Compliant students fulfilled the assignment requirements, creative students deviated from the instruction and came up with ideas of their own, and the ”futzers” spent inordinate amounts of time playing with graphics and transitions, but never coming fully to a project’s completion status.

Pearson, M. (2005). Splitting clips and telling tales: Students interactions with digital video. Education & Information Technologies, 10(3), 189-205. doi:10.1007/s10639-005-3000-0.

The Educator’s Role in Preparing Visually Literate Learners

Discussed the tension between the massive exposure kids have to visual media, but they lack the skills to decipher meaning or a good product from a poor one.  There is a large difference between exposure to visual mediums and the ability to create meaningful visuals of their own.  Students seem to lack this ability, even though some can create media.  In fact, most students prefer a visual image to that which is only written or said.  Visual literacy is the ability to synthesize all aspects of a visual medium such as content, style, composition, balance, and the artist’s message.  Also provides a visual literacy rubric.    

Metros, S. (2008). The educator's role in preparing visually literate learners. Theory Into Practice, 47(2), 102-109. doi:10.1080/00405840801992264.