Berens EDU 642 Week 3 Post Digital Images
Digital Images and Economics Concepts
- Use in the classroom or learning environment:
- Develop a lesson plan IDEA (not a full-blown lesson) for a learning experience that utilizes digital images in the classroom or your work environment.
- Outline in 2-3 sentences how you intend to use this technology as a support or way to demonstrate learning for students.
Using digital images like MEMES or GIFS can be a great vehicle for active student centered learning. Technology is a medium and language they know and allows for us to challenge them.
- Write a learning objective using Bloom's taxonomy to describe what you anticipate your outcomes will be. Another link to Bloom's taxonomy and writing objectives (from Kathy Schrock's Guide to Everything). TheDifferentiator is a neat online site that supports writing objectives as well.
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"Episode 2: Scarcity and Choice" by Dr. Mary J. McGlasson is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.
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Students will create (Synthesize) a series of Memes, infographics, or GIFs to capture and communicate their understanding of an economic theory from Unit 2 Supply and Demand.
- How will you incorporate access into your teaching, creation of multimedia materials, and student creation of artifacts? Think about how images can impact learning as well if they CANNOT be viewed.
I will create a sample that models what to do for my students making this lesson accessible for all learners, and a rubric to create clear expectations.
- Application:
- How do the readings from week 1 on design principles for instructional multimedia align:
- With your lesson idea? Chunking, not overloading, using images to convey meaning, using conversational language, and access to all learners.
- With the digital image technologies in general? Images or videos can be more effective ways of conveying meaning than spoken word or written text.
- Which principles do you feel you applied when creating your digital images? I feel like I incorporated most of the best practices discussed in the week one reading most importantly, simple but clear design.
- Reflection:
- How has your thinking changed this week about technology use? This topic really resonates with me because technology creates so many opportunities in lesson planning. It crosses ability levels, learning styles, and helps to support access for all learners (a larger print, closed captioning on a video clip… just to name a few). This week my juniors were given the task of creating a kids book to teach economic terms related to Supply, Demand, and Prices. In making their presentation students were asked to explain the economic term like SURPLUS in a real life scenario and include relevant images to help support the storyline. I had a variety of styles, included narration and stories ranging from a lemonade stand, to how all of these ideas fit into Dr. Seuss’s The Lorax. Technology allows teachers to design a challenging lesson with clear instructions and then step back and get out of the way as students dig in, overcome challenges, learn new information, and most importantly create understanding.
- What information, facts, processes, or technology stood out in your mind? I guess how assistive technology like the use of digital images equalizes opportunity for learning in the classroom. Not only assignments my students with learning disabilities “can do” but will grow from being part of, and further develop their self confidence and skills.
- What did you enjoy, or not? How did you grow? I especially enjoyed the MEME’s and infographic, but creating the GIF was fun too. I grew from the practice and additionally from this assignment by thinking of ways I could embed this into lesson planning for the future.
click on the link below to see my infographic
One more GIF descriptive of my week and just for fun.
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| Fair Use for education in teaching Economic concept shortage! |
https://makeagif.com/i/jrq0KS
Although I appreciate your including models and such to support student learning, access would focus more on what about students with no internet at home or no device access, how can you structure this within class/school/outside? Otherwise very nicely done!
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