Digital+Camera



__Teacher Technology Standards__ __V. Integrating Technology into the Curriculum and Instruction__ 3. Select and apply research based practices for integrating technology into instruction. 7. Manage a technology-enhanced environment to maximize student learning. __**Student Literacy Technology Standards**__ __4.A.1.b Standard 4: Technology for Communication and Expression__ __A: Communication__ 1. Select and Use Technology for Communication b. Present information independently to various audiences __4.B.1.a Standard 4: Technology for Communication and Expression B: Expression__ 1. Use and Understand how Technology can be used to express ideas a. Select and use appropriate multimedia and publishing tools to express original ideas

media type="file" key="Geometry Photo Story.wmv" width="300" height="300"media type="file" key="Simple Interest Storybook.wmv" width="300" height="300"

The Storyboards above depict the use of still photos created by a digital camera, embedded into a Photo Story. The Geometry Storyboard has been teacher-created to activate prior knowledge for an upcoming unit on Geometry. The Simple Interest Storyboard has been student-created to show mastery of how simple interest is relevant to the lives of students and their families. More importantly, the student-created storyboard identifies student’s conceptual analysis and mastery of how percents of numbers can be applied in real-word scenarios.

As a result of using this technology in the classroom my students are extremely eager to take photos of everything we do. One student stated that by creating storyboards, daily, we can artifact lessons taught for absent students. These artifacts will be student-created. The simulations conducted by the students, activates reciprocal teaching. Reciprocal teaching allows for students to master concepts because their thought process it takes for students to summarize, clarifying and discuss problem solving strategies, activates synaptic activity in the brain producing the effects of long-term memory. Additionally, after allowing peers to view the student-made storyboards, interest was expressed in showing them how to incorporate the technology into their classrooms.

The creation of the ‘Credit Union’ storyboards provides an experience, whereas students are supported in their learning through a hands-on interactive approach to learning. The creation of this movie encourages students to self-monitor, collaborate, support one another, and ensure all participants understood the value of simple interest.