Chapter 9 Reading Response

Chapter 9: Visualizing with Technologies
This chapter focused on visualizing scientific and mathematical ideas using technology, digital cameras, video production and video modeling and feedback. The idea behind this chapter is that individuals have no means to visually represent their ideas for others to see and share. Technology provides a means to reason through and represent our ideas without requiring the same artistic skills required to produce illustrations by hand. I am a very non-artistic person; I cannot draw to save my life. Thus the idea of using technology as a means to visualize one’s idea appeals greatly to me. Generally when I think of visualizing something I think drawings and artists. However, after reading this chapter I feel I too am capable of visually sharing my ideas with others through the use of technology.

Visualizing Scientific Ideas with Computers
I think using the computer, as a resource for illustrating concepts is a great idea. Whenever I was in science classes and we had to draw our observations or draw what certain organisms or chemicals looked like I would freak out. My drawings ended up looking like scribbles on the paper. After I was done I would never be able to look back on a drawing and identify what it was supposed to be because I did not recognize it. My drawings held no meaning to me. However I think if I were able to use a computer program to help illustrate what I saw then I would be able to better understand my drawings later.
One thing I especially liked in this section was using Google Earth or other Global Positioning Software within the classroom. Many children today have no concept of where things are in relation to other things. Thus I would use this in my classroom to have students calculate the total number of miles or distance they travel on the way to school each day. I could also use this software in a lesson where students have to pick a city and then showcase important features of that city that one would visit while vacationing there. http://eduscapes.com/tap/topic78.htm This is another site that provides ideas for how to use handhelds in the classroom. One resource I especially liked on this site was the lesson plan of using GPS to map out students’ community.

Visualizing Mathematical Ideas with Technology
This section of the text was very familiar to me since I have been using graphing calculators since I was in middle school. I think the idea of using a calculator to illustrate abstract mathematical concepts is a great idea as it really helps students visualize what the equation means. One of my favorite aspects of using a graphing calculator is the different representations available for students to use to visualize the equation. The graphical representation helps students easily draw an accurate illustration of the graph. Then the numeric representation provides a table of all the points on the graph. One way I would use this in my classroom would be to help students find multiple intersection points two lines make. Students would input the equations into the calculator and then have the calculator graph the results. Students would then be expected to explore the graph and find the points of intersection on their own. The one problem with graphically illustrating mathematical concepts is that it is often too complex for younger children to adequately understand.
I also think TinkerPlots would be a great resource to use in the elementary school classroom to help students visualize mathematical problems. Students could use this to separate their data points and to create bar graphs, leaf plots and picture graphs. http://www.keypress.com/x5715.xml provides TinkerPlots software for download and purchase.
http://nces.ed.gov/nceskids/graphing/Classic/ This site provides students with resources to make an area, bar, line graph or pie chart.
I also think using technology with geometry problems would be a great resource to help students visualize the normally abstract concept. Generally students find geometry to be a rather confusing subject to understand and visualize. Thus I think if there was a computer program that helped students visualize these concepts then students would be able to see the relationships among the lines much easier.

Visualizing with Digital Cameras and Mobile Phones
Using digital cameras and mobile phones as a means to visualizing concepts in the classroom was a little new to me. I use camera and phone applications to take pictures and videos but this is not something I would think to allow my students to do in completing an assignment. However, these technologies might be easier to use since they are more popular and are cheaper thus easier to find within the elementary school classroom.
http://school.discoveryeducation.com/schrockguide/gadgets.html This website offers links to ideas for how to incorporate digital cameras and camcorders into the curriculum.

Visualizing with Video
This section goes along with the last section as a means for students to create videos to illustrate and visualize their ideas. I like this idea a lot. I think getting children to use a camcorder to take video of things and then editing them together into a cohesive movie would be very beneficial. Children would learn a lot and would be actively engaged in the project. Camcorders can also be used in having children create a videocast about a certain topic of interest.
In my schooling experiences I used camcorders to convey my ideas quite frequently. I was in two different TV production classes where I learned how to visualize my ideas on camera to share with others. One of the most valuable things about visualizing ideas with video is having students edit their video after initial filming. Editing requires students to analyze their video and to make judgment calls about what exactly they want to portray in the video. One thing about using video in the classroom as a means to visualize one’s ideas is that it takes a significant amount of time to create and edit a movie, especially if students are just learning how to use the technology. In my classes we would spend multiple class periods working on the same video. Thus, if teachers were to use this in the classroom they would have to allot time to teach children how to use the technology and then adequate amounts of time for students to use the technology in creating a visual.

Video Modeling and Feedback
Video modeling is one way teachers can demonstrate how students are to complete a task. Modeling with video could also be a good way to maintain student interest in instructions and the assignment. The text suggests providing video models and then videotaping children’s performances so they can be used during the feedback portion of the activity. I think this is a great idea. I especially like the idea of providing feedback to students on their assignments. I feel feedback is an extremely important step in promoting learning. Students should not only receive feedback from teachers but also they should be given the opportunity to review and critique themselves. In my TV production classes while critiquing our videos we often learned the most.
After reading this chapter I feel more comfortable about using technology in my classroom as a resource for students to visualize their thinking and ideas. Although I had already had some experience using most of the technologies presented in this chapter I never thought to use them in elementary school. However, now I feel like I have some creative ideas for how to use technology in the classroom as a way to visualize student ideas. I think using technology, as a visual tool, will be easier and less stressful for students as they will not have to be artistic to be able to visually share their ideas with others.