Images

Copyright images ensure that you as a Learning Manager are abiding by appropriate practices. It is furthermore, important for students to recognise the importance and consequences of the ethics and responsibilities needed when using other sources including that of, still or moving images and audio (in particular when creating document for shared viewing).

In the classroom context however, images can be used for an array of different purposes.

In the year one class I have been placed in this year, images have been used in order to capture students’ imagination in order to encourage them to write. Students within this classroom find it difficult to write recounts about their weekend or what they did on the holidays. These topics are relevant to the students however, some students DON'T do anything on their weekends, or if some did do something they don't find the relevance in having to write about it for no one but the teacher to read it.

By providing students with an image to capture their imagination students are able to find a purpose and interest in writing. Furthermore, by having an opportunity at the end of the lesson to share and compare amongst students what they have written provides for enhance learning.

In addition, images in the classroom can be seen to require students to work using higher level thinking. For instance, in a unit titled 'Feeling safe, being safe' the year ones are require to look at images that display a child in potentially dangerous situations, i.e., walking on railway tracks; crossing a busy road, etc. Students are then required to identify the danger, come up with possible solutions to solve the problem and finally create a rule to implement to prevent the danger from reoccurring.

These are just two examples purposeful to my context in which images can be used to enhance learning.

Another avenue in which images can be used to support learning is in regards to digital cameras. These ICTs are a perfect example of allowing students to take ownership of their own learning. This increases student’s motivation and interest. An example of using digital cameras within the context of learning for instance may be in the introduction to a new science unit focusing on food webs. Students take photos of animal interaction during a schoolyard safari. After these photos are taken, they then can compare different animal relationships and their food sources. This activity allows opportunities for comparison and classifying which focuses on extending and refining knowledge. Furthermore the advantages of documenting the schoolyard safari in this manner allows for the students who were absent to fill in the learning that they had missed without trying to 'catch up'. (Used as almost in an abstract manner).


Limitations may include - suitability of images in relation to students social/emotion needs and age, extensive scaffolding and teacher modelling when using digital cameras, such as functions of a digital camera and the process invovled in uploading, resizing etc depending on what use.