1 / 19

Emerging Technologies Project Rhonda Gamblin ITEC 7445

Emerging Technologies Project Rhonda Gamblin ITEC 7445. Document Camera. Small document cameras, such as the IPEVO Point to View (P2V), would be very beneficial to the teachers and students at our school.

lowell
Download Presentation

Emerging Technologies Project Rhonda Gamblin ITEC 7445

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Emerging Technologies ProjectRhonda GamblinITEC 7445

  2. Document Camera • Small document cameras, such as the IPEVO Point to View (P2V), would be very beneficial to the teachers and students at our school. • The document camera connects to the teacher’s computer through a USB port and projects to the screen through the classroom projector. • It can be used to project student’s work, manipulatives, books, teacher’s examples and more. • The document camera also has a still shot function that allows you to capture a photograph of the object being projected.

  3. Vision for technology use • The Vision for Technology Use written as part of Cobb County School District’s Three-Year Technology Plan includes the following goals that can be directly supported by the use of a document camera: • • Technology serves as a tool to engage students in quality learning experiences requiring higher-order thinking skills to solve authentic problems. • • Students will use next generation technology tools to access, analyze and apply increasingly complex information to draw conclusion and make informed decisions. • Students and teachers will use technology to extend learning beyond the classroom and the school day. • • Students will use technology to connect and collaborate with classmates, educators, and experts around the world.

  4. Grade levels • The document cameras are appropriate for use in all classes in our school K-5. Due to low cost I recommend that each classroom have their own document camera. This would ensure that all students and teachers have equitable access.

  5. Equipment needed AND TECHNICAL SUPPORT • Each teacher would use the laptop they already have connected to the projector already installed in each classroom. No additional equipment purchase is required. • The P2V document cameras are very user friendly; you simply plug it in and go. However, there is technical support available through their website and also through Cobb County Technical Support.

  6. Lack of LIMITATIONS • The P2V document cameras are very lightweight, unlike the ones we currently share throughout the building. Additionally, they do not become hot like the bulbs on the overhead projector. They do not pose a safety hazard when used around students.

  7. Cost and funding • Each camera cost $69.00. • $69 X 33 teachers = $2,277 • Training - $0 • Technical Support - $0 • This cost could be covered by Title 1 funds.

  8. Standards • Document cameras can help teachers address standards in many areas. A few examples are listed. • English/Language Arts: • LA.2.ELACC2RL7 - Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. • LA.2.ELACC2RI7 - Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. • LA.2.ELACC2W5 - With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. • LA.2.ELACC2SL5 - Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. • LA.2.ELACC2L1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. • LA.2.ELACC2L2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

  9. Math: • MA.2.MCC2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. • MA.2.MCC2.OA.4 - Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. • MA.2.MCC2.NBT.1 - Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. • MA.2.MCC2.NBT.9 - Explain why addition and subtraction strategies work, using place value and the properties of operations. • MA.2.MCC2.MD.4 - Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. • MA.2.MCC2.MD.10 - Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

  10. Science: • SCI.2.S2CS3 - Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities. • SCI.2.S2CS4 - Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. • SCI.2.S2CS5 - Students will communicate scientific ideas and activities clearly. • SCI.2.S2CS7.c - Tools such as thermometers, rulers and balances often give more information about things than can be obtained by just observing things without help. • SCI.2.S2L1.c - Investigate the life cycle of a plant by growing a plant from a seed and by recording changes over a period of time.

  11. Social Studies: • SOC.2.SS2G1 - The student will locate major topographical features of Georgia and will describe how these features define Georgia's surface. • SOC.2.SS2G2.a - Identify specific locations significant to the life and times of each historic figure on a political map. • SOC.2.SS2CG4 - The student will demonstrate knowledge of the state and national capitol buildings by identifying them from pictures and capitals of the United States of America (Washington, D.C.) and the state of Georgia (Atlanta) by locating them on appropriate maps.

  12. Technology: • TEC.2.A.1 - Identifies basic technology tools. • TEC.2.A.2 - Demonstrates understanding of basic technology and telecommunication tools. • TEC.2.A.3 - Demonstrates an understanding of the uses of technology and communication tools at home and in the community. • TEC.2.A.4 - Follows established rules for the care and use of technology tools. • TEC.2.A.5 - Operates basic technology tools and applications. • TEC.2.B.6 - Utilizes technology tools to facilitate the writing process with teacher guidance. • TEC.2.B.7 - Uses technology tools to create charts and graphs with teacher guidance. • TEC.2.B.8 - Uses multimedia tools to express ideas with teacher guidance. • TEC.2.B.9 - Uses brainstorming/webbing software in planning, organizing, and prewriting with teacher guidance. • TEC.2.C.10 - Uses technology to gather information and communicate with others with teacher guidance. • TEC.2.F.13 - Uses technology to solve problems and make decisions with teacher guidance.

  13. Meeting Standards • As you can see many standards can be met through the use of the document camera. Both the students and the teachers can use the camera to met standards in all curricular areas. • Teachers use the document camera to meet standards by: • Displaying exemplary work • Modeling problem solving • Modeling reading strategies • Students use the document camera to meet standards by: • Taking the role of teacher to display and explain their own work • Display graphs and charts created • Display writing they have produced to share with the class and/or capture an image to share with others outside the class through the class website.

  14. Meeting Student Learning Goals • The document cameras will help meet student learning goals in many ways. A few examples are: • A group of students can project a science experiment as the y are conducting it. They can teach their classmates, or perhaps students from another class, by explaining what they are doing as it is displayed. This would promote scientific inquiry skills, authentic learning, collaborative learning and higher-order thinking skills. • Individual students can take turns projecting what they are working on in Writer’s Workshop. They can display and explain the steps of the writing process they have used so far. • Students’ work from a “Draw What You Hear” lesson can be displayed and compared to each other. Students can then talk to a neighbor about the similarities and differences.

  15. Differentiation • The document cameras can be used to differentiate by: • Providing a visual for hearing impaired students and visual learners. • Help keep students who are easily distracted focused by being able to actually see what the teacher is talking about. • Snapshots of lesson materials can be taken and saved to use in a review for students who need extra support by reteaching. • Text could be displayed in students’ native langauge for ELL students.

  16. Communication locally and globally • Since the document camera has the ability to capture an image, students’ work can be photographed to share on the class website. The camera can also serve as a webcam to use during video conferencing with students or adults globally. If the class is collaborating with an adult expert that is not able to be in the classroom; the camera can be used for an interactive experience.

  17. research • Many articles can be found to support the merit of using document cameras in the classroom. Examples can be found at: • http://advanced-education.com/_assets/client/docs/research/creati~1.pdf • http://advanced-education.com/_assets/client/docs/research/docume~1.pdf • http://advanced-education.com/_assets/client/docs/research/canyon~1.pdf • http://edtechnetwork.com/document_cameras.html • http://thejournal.com/articles/2007/06/01/are-document-cameras-the-next-big-thing.aspx

  18. Implementation plan • When the cameras arrive at the school I will contact our technical support department to have the software pushed down to all of the teachers’ laptops. After the software has been installed the cameras will be distributed to the teachers along with the quick start guide included with the camera. Within the next 48 hours (to allow the teachers time to explore the camera) I will conduct a short (30 min) training session to highlight some of the uses of the document camera. This training session will be optional as many teachers will not need it. From this point I will add one quick idea for the camera’s usage to each week’s Weekly Wisdom (our newsletter for our staff). I will conduct a survey after 4 weeks to see how the teachers are using their document cameras, how often they are using them and if they need any additional training or support. I will be available to work with individuals or small groups as needed.

  19. reflection • I was very happy to learn that the cameras are relatively inexpensive. I enjoyed doing the research, presenting it to my principal and having her agree that this would be a good use of Title 1 funds. We have ordered cameras for each teacher and they should arrive before the Christmas break. I feel like this improved and strengthened my professional practice by exciting me about new technologies and how I can help implement them in my school. I started small. Maybe I can go for iPad carts next time!

More Related