Reflection on Digital Images

“I didn't think . . . until I saw.”

Digital images

Strengths
 Most kids can easily access the technology, a simple digital camera and free online websites to store and manipulate images.

Most kids already know how to use a camera and many will also know how to download them etc so time isn’t wasted getting to know the technology.

Internet is full of images of anything and everything that can be accessed providing the right attribution is shown.

Weaknesses

Can the use of pictures make kids lazy? They see it and stop there. So you need to scaffold them into thinking about the picture in a different way. That’s where the think, see wonder routine can help.

Opportunities

Kids can document projects, field trips, and trips overseas. They can research photos from the past, create their own. Unlimited possibilities for inclusion in a classroom.

 

Threats

 

Images can be manipulated, so kids need to understand that all might not be what it seems.

Copyright, you need to model ethical practice and teach kids about those issues.

 

Ideas for use in the Classroom.

 

 

Visual literacy is important in our teaching.  I know I have utilised photos, images, video in my previous educational expereinces where I'm using visual literacy but I probably didn’t always give it the attention and focus it deserved. Students need to be given opportunities to develop skills to make deeper meaning from visual literacy experiences.

 

A definition of visual literacy from the website, "Visual Literacy Using Digital Still Images",
https://sites.google.com/site/imageblender/ helps to clarify exactly what visual literacy is.

What is Visual Literacy?

"Visual literacy is defined as the ability to interpret images as well as to generate images for communicating ideas and concepts". (Stokes, 2002)

A visually literate person should be able to

• Interpret, understand and appreciate the meaning of visual messages;
• Communicate more effectively by applying the basic principles and concepts of visual design;
• Produce visual messages using computers and other technologies; and
• Use visual thinking to conceptualize solutions to problems

(from Jerry Christopherson, 1996 International Visual Literacy Association Conference, referenced from the book, Visual Literacy: Learn to See, See to Learn By Lynell Burmark, p.3, 2002)

 

I would choose an activity related to the image that would help tune students into the topic by:

• finding out the prior knowledge of the students (what do they already know, think and feel about the topic)
• engaging students in the topic
• allowing students to share their personal experiences about the topic
• allowing students to ask questions about the topic .

I See, I Think, I Wonder

 

This technique could scaffold any activity where images are used… What do you see, What do you think about it? What does it make you wonder?

"The routine works best when a student responds by using the three stems together at the same time, i.e., "I see..., I think..., I wonder...." However, you might find that some students begin by using one stem at a time, and that you need to scaffold each response with a follow up ques-tion for the next stem"
From the website: http://www.old-pz.gse.harvard.edu/vt/VisibleThinking_html_files/03_ThinkingRoutines/03c_Core_routines/SeeThinkWonder/SeeThinkWonder_Routine.html

 

As students are observing the photo they will be asked 3 questions: What do you see? What do you think about that? and What does it make you wonder?
I would go through each question one at a time and generate ideas as a class on the whiteboard. It is my hope that this image will lead to higher order thinking and an interest in learning more about the topic.

According to the website, by Harvard Project Zero:

http://www.old-pz.gse.harvard.edu/vt/VisibleThinking_html_files/03_ThinkingRoutines/03c_Core_routines/SeeThinkWonder/SeeThinkWonder_Routine.html

 

"This routine encourages students to make careful observations and thoughtful interpretations. It helps stimulate curiosity and sets the stage for inquiry.