From All Angles --Digital Cameras in the Classroom Janet Ford, Mill Springs Academy, Fulton/Private

Digital camera projects can be utilized to reach a variety of learning outcomes as well as to reinforce many ideas that are presented in other ways within the curriculum of language arts, math, history, science, art, and social studies. After reflecting on the projects presented in the GaETC workshop: Using Digital Cameras in the K-5 Classroom by Melanie Holbrook and Candace Frazier, a common thread of creating a greater awareness of the world around the students was noted within the project frameworks. Also an underlying benefit of personal empowerment was found within all the projects, most specifically in the project entitled ‘I Can ____ Books’ where young students take pictures of basic tasks they can do.

The presenters focused on tangible projects that could be used within the open classroom and traditional classroom setting. The projects that were highlighted throughout the workshop were documented and summarized on a handout as well as on a website. The presenters reminded the audience that a digital camera was not needed for every student. Another important reminder was that the photographs could be taken by the teachers and then manipulated by the students in a variety of computer programs if only a single camera was available.

The digital photo projects fit a variety of student learning needs. Students who learn best kinesthetically would blossom while walking around taking pictures of the assigned topic, such as finding geometric shapes or numbers in nature. Walking around absorbing the environment would allow for the movement necessary to truly generate the learning potential of these kinesthetic learners.

Obviously, visual learners would flourish using the camera and working with the digital and printed images from the lessons. Creating visual learning tools such as Photo ABC Books and Alphabet Books would be extremely beneficial for visual learners. The students find objects in their environment that begin with the letter or look like the letter that they are assigned.  The process of searching stimulates their mind, as well as does looking through the collection of images to help reinforce the ideas later.

Most of the projects created visual learning tools for the students to continue to use after the initial project was completed. For example, a variety of sequencing resources could be made through photographing a day to day scenario, such as watching a seed grow or the developmental stages of a butterfly. Projects like these would also include organization and note taking as part of the learning process.

Auditory learners would be engaged through the process of helping to find and hearing others find what the team was looking to photograph. Also, once the projects were created, discussion about the process and the classroom time spent reviewing and reading the projects, such as the sequence books and I Can Books, would be very helpful to this type of learner.

The use of student photographs within the public relations realm was another highlighted area. Photo books about the community they live in or the school they attend help students recognize the resources and gifts they have around them as well as create a tool for others to view who may not have the inside perspective.

Many projects can be altered to fit a variety of classroom settings. Within the art education field, most of the project presented can be utilized with a minimal amount of change. For example, the students can create historical art replications and then photograph them. These photographs could then be bound in a book next to a picture of the original piece of art. Also, the students could photograph each other in a variety of poses. The series of photos could then be bound and utilized later when choosing a pose for a sculpture or when needing to pose and draw the human figurines.
Overall, the workshop was very informative. The presenters found a way to share many ideas. They also left the participants feeling that the projects could be molded to fit their own students’ needs. The website the presenters referenced, http://pseweb.rockdale.k12.ga.us,  has been updated regularly with new project ideas.

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