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Introduction Our lives have been transformed by new technology. It is no surprise that technology has made its way into the classroom. Teachers are using document cameras, computers, LCD projectors, and digital cameras to teach students everything from reading strategies to science lessons on polymers. With this influx of technology has risen the problem of a lack of professional development. Many teachers lack the skills and desire to effectively use technology in preparing and delivering standards-based lessons. Without proper training and lesson design strategies, teachers are unable to effectively use the technology provided. An elementary school in the San Francisco Bay Area recently purchased document cameras for the teachers. Many teachers were excited, while others were hesitant to use them. Document cameras, like many other technologies, can be used to teach content, however there are certain activities that work better than others in presenting specific kinds of material. The first part of this master’s project was to create a handbook for teachers that provided specific activities using a document camera. These activities were researched-based and provided concise ideas that teachers could easily implement. The activities were to be modeled in staff development trainings and the handbook distributed to teachers. The second part of this master’s project included providing websites that offered document camera implementation ideas. These websites were included in the handbook.
Factors That Influence Technology Integration
Literature Review
Acknowledgements
Document Camera Activities Table
Literature Cited
Contact Information
Megan Gerdts Email: [email protected] or [email protected] Website: http://teacherweb.com/CA/MonteGardens/Gerdts/newsflash1.aspx
OPTIONALLOGO HERE
“I have a document camera. Now, what can I do with it?!”
–Elementary School TeacherMegan Gerdts
Touro University California – Graduate School of EducationCategory of
ActivityActivity Name Activity Description
Direct Instruction Show It!Use the document camera to demonstrate a new concept or explain a new idea.
Work it Out
Work out science and math problems on the document camera with the lens zoomed so that all students can clearly see the process that you went through to solve the problem. You can take a still image of your work to save for later use.
Decode ItUsing the “cover it” feature… you can cover part of the text and practicing reading portions of it together. You can also sound out words and discuss the meanings.
Test PrepUse the document camera to review STAR test released questions and discuss them. 1
Dissect It Students can follow along as you dissect a flower or other specimen. 1
Read AlongWhen reading a science textbook or non-fiction book, place it up on the document camera so that all students can see it and follow along. 2
Directed DrawingLead the students in a directed drawing of plant parts, life cycles, etc. using the document camera. Students can follow along easily and zooming in allows them to see what you are drawing easily.
What’s that?Display pictures or diagrams for students to discuss and/or learn about.
Tools and ManipulativesDisplaying tools and manipulatives on the document camera stage, allows students to learn and see what you do with specific items and how to use them effectively. 2
Live SpecimenPut a live specimen up on the document camera. Students can observe or sketch the item. You can also take a picture and save it for a test or study guide later. 1
Read the News
Put a newspaper article or section of the newspaper on the stage and read the article, point out the elements of the article, discuss the title and its purpose, look at paragraph structure, use it as a model for writing an article on their own. 1
Zoom In!Use the zoom feature to show the students a specimen close up… tadpoles, salmon eggs, plant parts, etc. 3
All About Me!
Students bring in something that represents them self and use the document camera to give the class a close view of the object without having to pass it around. This can be used as a public speaking assessment. 1
Measure ItUse the document camera to teach students how to properly use a ruler. With color, play-by-play action, students will learn much more quickly. 3
Big Book!Use a book on the stage as a model for reading left to right, words, spacing, indentation, punctuation… the possibilities are endless
Note-Taking GuideUse the document camera to teach your students how to take notes on a specific type of information. You can have the text available that you are taking notes from. 3
ExperimentUse the document camera to walk the students through the steps of a hands-on experiment or process.1
What’s the Word? Use vocabulary cards from science program and enlarge the picture.
Inquiry 3-D Demo
Allowing all students to view an item can take a while if you decide to pass it around… putting it up on the document camera and rotating/flipping it, can save lots of time and allow all students an up close view. 4
What is it?Work on observation skills… have students write down or share as many observations as they can about an object, plant, insect, etc.
What works?Using a student work sample, have students give feedback regarding writing, lab work, sentence structure, letter formation, etc.
Test ReviewReview test questions by placing the test on the stage and discussing answers – students discuss with a partner what they answered and why
DemonstrationDo a science demonstration on the stage so that all students have a close up view of what is happening.
Assessment Student ModelsUse student work as a model for writing correct lab reports and/or following instructions on a specific assignment. 5
Homework Check
Select three students to bring their homework and put it up on the document camera. Homework is discussed and/or checked from those three students work. Mistakes are corrected and students turn in homework after the last student presents his/her work. This holds students accountable to do their BEST on homework because theirs might be selected to be put up on the document camera. 2
All About Me!
Students bring in something that represents them self and use the document camera to give the class a close view of the object without having to pass it around. This can be used as a public speaking assessment. 3
Diagram ItPut a saved image or object on the stage and have students answer questions about different parts of the image or functions of specific parts.
What’s the Temperature?Put a thermometer on the stage and zoom in. Have students practice reading the thermometer, figuring out differences between temperatures, and discuss Fahrenheit and Celsius scales. 1
Cloze TestPut a cloze passage on the stage and students write the words on their paper that fit in the blanks.
Report PresentationStudent chooses part of his/her report to share with the class and discuss.
Problem Solving You Be the Teacher!Students become the teacher and explain, using their own work, how they came to an answer.
Step By StepUse the “cover up” feature to select one problem at a time to solve and discuss. You can create a step by step problem and have the students do each step as you show it to them by moving the cover down.
Predicting OutcomesPose a problem, show a picture, read a passage on the stage… then have students predict what will happen, what comes next, how to solve the problem, etc.1 http://www.umesd.k12.or.us/techlinks_100ideas
2 http://www.timbedley.com/articles/article05.htm3 http://www.georgetownisd.org/ccorner/technology/Projectors/ImpactingInstructionwithDocumentCamerasandProjectors.pdf4 http://www.luidia.com/fileadmin/user_upload/documents/58_Ways_Teachers_Doc_Cam.pdf5 http://www.edutopia.org/elmo-tickles-student-writers
Staff members’ perceptions of the technology itself
Staff members’ previous experience with technology, either positive or negative
Staff members’ perceived job of the technology coordinator in training and staff development
The age of the staff member
Availability of technology and technology support
There is a large amount of research surrounding technology in education, however, much of it does not address proper implementation of technology in the classroom. Research also supports the idea that students learn more when the concepts are presented using appropriate technology (Taylor, Casto & Walls, 2007). The key in the research by Taylor, et al.(2007) is that the teacher must use appropriate technology for the activity that is planned. Many teacher preparation programs “prepare” teachers by introducing many different technologies and software, but lack the training in how to properly use the technology within sound research. The research done by Mishra and Koehler (2006) presented a framework called Technological Pedagogical Content Knowledge (TPACK) by which teachers can learn to plan and implement technology effectively. They took Shulman’s (1986) research on pedagogy and content knowledge and extended it to include technology (Mishra & Koehler, 2006). The research established that teachers must have specific knowledge about technology, pedagogy, and content. Where these knowledge areas meet is a new area of knowledge that teachers must learn. The figure below is a representation of TPACK.
Elmo document camera photograph - http://salestores.com/elmo1304digi.html
Elmo teacher camera photo - http://www.elmo.co.jp/doc-cam/case/testimonial/000051.htmlhttp://sitemaker.umich.edu/ccampbell/student_teaching_placementhttp://www.brighthub.com/education/k-12/articles/82871.aspx?image=103157
TPACK diagram – http://tpack.org
Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C. D. Maddux, (Ed.). Research highlights in technology and teacher education 2009 (pp. 99-108). Chesapeake, VA: Society for Information Technology in Teacher Education (SITE).
Harris, J., Mishra, P., Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416.
Mishra, P., Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
Taylor, L., Casto, D., Walls, R. (2007). Learning with versus without technology in elementary and secondary school. Computers in Human Behavior, 23, 798-811.
Harris and Hofer’s (2009) research used TPACK as a starting point. They determined that specific technologies worked best when teachers were presenting certain types of lessons. Harris, Mishra, and Koehler (2009) gave extensive examples of technologies that were compatible with specific activities. Suppose a teacher wanted students to create a narrative writing about an event in the past. The technologies that Harris found to be most compatible with that activity are word processors and concept mapping software.
I would like to thank my family and friends for their support in my completion of this project. I appreciate Pam Redmond’s many hours of work - editing, proofing, and guiding me through this process. Steve Gibbs’ technical expertise was also extremely helpful. Thank you to my Touro cohort friends as well – their encouragement and humor made this process doable.
