Five Viaualization Tools discussed: scientific visualization tools, mathematical visualization tools, digital cameras and mobile phone, video productions, and video modeling and feedback.
Using virtual/technological visualization tools to reason and represent ideas optically either to yourself or others without having the artistic skills required to produce original illustrations are perfect classroom use. These tools serve two major purposes, to be easily interpreted and personally/accurately expressive.
Interpretive tools help learners view and manipulate visuals therefore hopefully extracting the intended meaning. Expressive visualization helps learners visually convey meaning to communicate a set of beliefs, that may or may not be correct.
Visualizing Scientific Ideas with Computers
I obviously love using animated technologies to help explain scientific phenomena. Science concepts are so hard for students to grasp concretely, using animated models to help students visualize these are another way to present information.
eChem lets students build molecular models and view multiple representations of molecules, which in turn aided in their overall understanding of the subject matter.
Students may also use a map finding tool called Find A Map! at the USGS Map Databases website. The variety of websites available for students to find real-time maps in unbelievable and extremely useful in social studies education. I would definitely use both of these technologies in my classroom. I would probably focus more on the social studies side because it is more applicable and appropriate for elementary school content. I would use animated scientific models to explain abstract concepts, like various states of matter.
We used SketchUp in class last week and I have experimented with GoogleEarth. Both are phenomenal resources and will be used in my classroom. I just need to be able to as fluent as my students! By implementing PDA’s with students and teachers, they can upload real-time information about their projects and developments. Teachers can access turn-by-turn directions and upload pictures instantly to a class wiki.
Having technologies aid in the visualization of ideas in mathematics is better suited for the upper grades. The book stated this once, but I also strongly agree that in elementary school children should learn using concrete manipulatives. Technologies can help students clarify and correct commonly help misconceptions by visualizing objects at all angles only if students have a base knowledge of the concept.
Matamatical, Mathlab are seldom used in K-12 education so I would not want to use them. I do not want to use them now! Handheld graphing calculators are used throughout grade levels starting in upper elementary. They help children understand linear relationships and allow students to produce many different alternatives helping to find contextual connections. I feel These symbolic mathematical relationships are only short—term because I used graphing calculators throughout my education and I do not think of myself as a fluent mathematician or anywhere close to that. It may be easy to type numbers in and do a function but I’m not good at it by hand which shows that I lack the foundational knowledge to REALLY teach. Calculators have been used to expedite a process not help the learner understand more concretely. I was less flexible and more dependable when using a calculator, meaning I probably knew how to punch in the number but I didn’t get what I was doing and neither do students.
Data analysis and interpretation of statistic are key skills for school aged children to acquire. TinkerPlots is a data visualization software for grades 4 to 8 that enables students to see different patterns and clusters in statistical data. The different views enable students with different cognitive styles to find a mathematical representation that makes sense to them. I love this software but hope they jazz it up a bit before I use it in the class. I’d like to teach 4-5th grade (I know I shouldn’t sound so determined) and explain geometry and or how a survey is represented in a graph. I realized I would have to spend months playing around with all programs that I’m going to use!
I don’t think faith dynamics software is relevant for elementary students or me for that matter. That is all I’m going to say about that.
Using programs to helps students understand geometry and 3D objects is great. They can be their own designers, play around, experiment and see the shape from all angles. The Geometric Supposer makes explicit the relationships between visual properties and the numerical properties of the objects. It matches the numbers to what a student should see so they can understand the concept. I would like to use this because I feel as though it build logic skills well.
Using digital cameras and mobile phone to visually represent information, memories, or ideas, is not a new topic nor is it new to education. The funding is and little more available making the software more prevalent. Students can use Photoshop, PowerPoint, or many other soft wares to make a personal autobiography (much like we did!). Not only does the text say students are generally narcissistic and love to do projects about themselves, this is the perfect opportunity to utilize that. Children can be digital reporters, I remember being in 6th or 7th grade and my best friend and I would take a video camera wherever we went. We did stunts and recreated our favorite t/v shows, wrote scripts, edited, added music (with our boom box playing in the background), it was all very technical for the early nineties. I can only imagine what student would do with all their options now!
Producing video requires learners to be active, constructive intentional, and cooperative with each other and the process. Depending on content and privacy issues and requirements students can post videos to YouTube. Student must be willing to take chances and show how they are engaged with the learning process and equipment.
Camcorders are he best means for recording video and come now include still shot cameras with lower mega pixels than a still camera. These allow students to shoot video “on location” and then they can use digital imaging software like iMovie to edit. Making digital video allows the creator to connect to the viewer in a personal way.
Teachers can video tape students and use it as a model for the learning or teaching process. They can act out what a skilled learner would do or in my case, I will be videotaped leading a science lesson. This will be the first time I see myself actually teaching, allowing for a more thorough reflection process. I will be able to watch myself and see how I interacted and if I was truly comfortable in the environment. I do not think I would videotape my elementary students and have them reflect on their learning because they should not be so worried or embarrassed that it impeded their performance.
