The digital media I will explore in this blog is images, a versatile digital tool which can be used to spark creativity, excite interest in a classroom and help present knowledge more effectively. A range of applications and websites are available which allow students and teachers to create and share images. The current technology accessible today gives users the opportunity to create media, use existing media and customize media. I explored Infographics, Concept Maps and ThingLink this week, and out of the three I chose ThingLink to highlight as I found its application the most appropriate for the subject of English.
Using ThingLink, I edited Fiona Katauskas' political cartoon 'Cancelling Culture' to show how images could be utilised in a classroom using technology. I used the websites technology to transform the original image in to an interactive one, with the hover over symbols each showing a step which can be used to analyse a satirical cartoon. This could be used in a classroom as a whole class viewing strategy which prompts visual thinking, discussion and promotes engagement. Creating an interactive image like this is a task students could then go and do themselves, as students creating media benefits engagement, communication and reflection (Hobdell, 2022). It took me awhile to share my content on my blog; however, once you get the hang of that, students and teachers can share their images on blogs, websites, PowerPoint and social media.
Legal, safe, and ethical practice is something that should always be at the forefront when considering the use of digital media. The Australian Curriculum guidelines our practice and echoes the importance of our rights and responsibilities, respect, wellbeing, digital media literacy and the safe use of information and devices (ACARA, 2020). Standard copyright laws apply; therefore, it is integral that copyright rules be abided by when using digital media. When using websites and applications, it is important to become accustomed to their own individual rules and regulations.
Using the SAMR model, I have constructed an English lesson where students are required to analyse a satirical cartoon. The interactive image they create will look roughly like mine; however, with their analysis appearing in the four tags and not the steps they represent.
Substitution - Using online search engines, students will find a satirical cartoon of their choice and begin to research it. Following the four steps of analysis, they will begin to analyse their cartoon.
Augmentation - Students will create a PowerPoint, storing their selected image and the breakdown of their satirical cartoon.
Modification - Using ThingLink, students will create an interactive image using the four tags to label and provide analysis on their satirical cartoon.
Redefinition - Students will share their interactive image on their blog, which will be accessible to all students through the Wiki created by the teacher. Each student will interact with at least four of their peers' interactive images and will be able to provide constructive feedback or ask questions afterwards by commenting.
References
Hadyn, I enjoyed reading about how you would incorporate images into the English classroom. The image you have created on Thinglink is an excellent way to enhance students higher order thinking and peer discussion. It will really help students' engagement in the classroom, with a more interactive approach, I know I would have loved this approach in the English classroom when I was at school. I would like to know how you did end up attaching this image into your blog, this could be a great follow up blog idea. Well done, I'm looking forward to your next blog post.
ReplyDeleteHadyn,
ReplyDeleteOverall a good Blog.
However, you have only touched on the the legal, safe and ethical use of Digital Media. You have introduced the topic quite well by using the ACARA standards, but I believe elaboration is needed. For example, you have used references, this is something a student needs to do. I think you have a very good understanding of this, you just haven't explained it by giving examples to justify the paragraph. I think if you revisit that paragraph you will quite easily come up with 2-3 examples.
Feel free to comment on my blog https://mrshano1985.blogspot.com/
Be honest too, I've got broad shoulders and I'm all constructive criticism.
Thanks
Shane
Thanks for your feedback Shane, I will take that on board when writing my final blog.
DeleteCheers,
Hadyn
Hey Mate,
ReplyDeleteYour use of the SAMR model for the cartoon was perfectly constructed. It is clearly evident that you understand this model and how to link it into your learning. Good work! Keen to see your next blog and how it will link back to the classroom.
Brady