Technology Assignment | |
File Size: | 132 kb |
File Type: | docx |
Jennifer Ortiz
SPEDE 777
Technology in the Classroom
The technology chosen for the lesson was the SMART Document camera 450 paired with a SMART Board interactive white board. The document camera allows for real objects to be viewed digitally and enlarged on the SMART Board. Instructors can create more engaging lesson for students by capturing and displaying images, video and audio of anything the class is studying. The document camera is integrated with SMART Notebook software and allows for images of real objects to be taken and drawn on for more in depth exploration. The camera features allow for easy zooming in and out, brightness adjustment, 3D exploration and also a webcam feature that can be used for video conferencing. Additionally the camera has three modes with differing connections that bring about varying degrees of connection capabilities. In the camera mode, images can be viewed in full-screen image using the SMART Notebook software on a projector or high definition display without the need for a computer connection. In the computer pass-through mode the user can switch between live camera image and computer screen images. This is a useful connection comparing and contrasting or taking notes on the displayed live image. Images can also be saved and edited on the computer or used for later exploration and viewing. In the Playback mode the images on the memory card of the camera can be viewed as single images or in a slideshow mode without the need for a computer. The variations in connection capability and necessity make this technology versatile and capable of being learned or used on varying levels by instructors and students alike.
To begin using the SMART Document camera, first the camera must be unfolded and positioned. This can be done by holding the base of the camera while pulling the arm out and up. Then a simple adjustment of the camera head over the object intended for display is required. Set the camera to USB mode and connect the USB cable to the camera panel as well as the computer. The document camera also requires a power source; the power cable must be plugged into the panel as well and the other end plugged into a power outlet. Turn on the SMART Board projector and then the computer; the whiteboard will automatically turn on when the computer is activated because the computer is its power source. Log the computer on and turn on the document camera by pushing the power button on the camera panel. If you wish to use the SMART Notebook software, the software must be selected on the computer desktop. After it loads, select the document camera logo on the notebook software toolbar. This will allow for the insertion of pictures taken with the document camera into the notebook software that can then be written on my using the pen tools form the SMART Pen Tray.
When using this tool during my lessons I have found it to be very reinforcing for the students and because it was used only once or twice before it proved to be quite novel to the students. There were giggles when my hand would appear under enlarged on the board but overall the students were really intrigued by the huge display. Typically in the class, the teacher models the students expectations on the actual form the students will be getting which is an 8 X 10 paper that makes it difficult to see for everyone. When the document camera is used, all of the students are actively engaged and seeing exactly what is expected of them. One aspect of the lesson that I found a bit challenging was actively drawing or writing on the document while still managing the students. It was difficult to ensure that the rug rules were being followed, especially when the children were so excited to see me drawing exactly what they were describing on my document so largely displayed. There were a few occasions where I had to remind select students of rules because they were busy having a conversation or calling out because they were excited. If possible I would reposition the document camera so that I could have my back to the actual SMART board instead of to the students and be seated facing the students. I have learned that even just a small change like that can make an immense difference in the student response and behavior. One of the challenges of the document camera is that it is fixed in that you set it up when you’re using the computer to SMART Board connection, where the computer is located and often times this is off to the side. This makes it difficult engage with the students actively. During my writing lesson that involved modeling using the word wall to write my sentence I had to continually walk from the word wall to the other side of the rug where the computer and document camera setup was located to display and model the behavior. For this particular lesson this proved to be okay because using the word wall involves walking and being active so it fit appropriate modeling. In the future I could see so much movement being an issue, particularly with students who have difficulty attending or otherwise focusing on the lesson. However, at the same time it also allowed for me to move around more with the students and my presence near some in the second lesson made a notably different impact in behavior. Once the novelty and excitement associated with the technology has faded, an assessment of what approach works best with your students would be ideal in effectively using the tool in the classroom.
SPEDE 777
Technology in the Classroom
The technology chosen for the lesson was the SMART Document camera 450 paired with a SMART Board interactive white board. The document camera allows for real objects to be viewed digitally and enlarged on the SMART Board. Instructors can create more engaging lesson for students by capturing and displaying images, video and audio of anything the class is studying. The document camera is integrated with SMART Notebook software and allows for images of real objects to be taken and drawn on for more in depth exploration. The camera features allow for easy zooming in and out, brightness adjustment, 3D exploration and also a webcam feature that can be used for video conferencing. Additionally the camera has three modes with differing connections that bring about varying degrees of connection capabilities. In the camera mode, images can be viewed in full-screen image using the SMART Notebook software on a projector or high definition display without the need for a computer connection. In the computer pass-through mode the user can switch between live camera image and computer screen images. This is a useful connection comparing and contrasting or taking notes on the displayed live image. Images can also be saved and edited on the computer or used for later exploration and viewing. In the Playback mode the images on the memory card of the camera can be viewed as single images or in a slideshow mode without the need for a computer. The variations in connection capability and necessity make this technology versatile and capable of being learned or used on varying levels by instructors and students alike.
To begin using the SMART Document camera, first the camera must be unfolded and positioned. This can be done by holding the base of the camera while pulling the arm out and up. Then a simple adjustment of the camera head over the object intended for display is required. Set the camera to USB mode and connect the USB cable to the camera panel as well as the computer. The document camera also requires a power source; the power cable must be plugged into the panel as well and the other end plugged into a power outlet. Turn on the SMART Board projector and then the computer; the whiteboard will automatically turn on when the computer is activated because the computer is its power source. Log the computer on and turn on the document camera by pushing the power button on the camera panel. If you wish to use the SMART Notebook software, the software must be selected on the computer desktop. After it loads, select the document camera logo on the notebook software toolbar. This will allow for the insertion of pictures taken with the document camera into the notebook software that can then be written on my using the pen tools form the SMART Pen Tray.
When using this tool during my lessons I have found it to be very reinforcing for the students and because it was used only once or twice before it proved to be quite novel to the students. There were giggles when my hand would appear under enlarged on the board but overall the students were really intrigued by the huge display. Typically in the class, the teacher models the students expectations on the actual form the students will be getting which is an 8 X 10 paper that makes it difficult to see for everyone. When the document camera is used, all of the students are actively engaged and seeing exactly what is expected of them. One aspect of the lesson that I found a bit challenging was actively drawing or writing on the document while still managing the students. It was difficult to ensure that the rug rules were being followed, especially when the children were so excited to see me drawing exactly what they were describing on my document so largely displayed. There were a few occasions where I had to remind select students of rules because they were busy having a conversation or calling out because they were excited. If possible I would reposition the document camera so that I could have my back to the actual SMART board instead of to the students and be seated facing the students. I have learned that even just a small change like that can make an immense difference in the student response and behavior. One of the challenges of the document camera is that it is fixed in that you set it up when you’re using the computer to SMART Board connection, where the computer is located and often times this is off to the side. This makes it difficult engage with the students actively. During my writing lesson that involved modeling using the word wall to write my sentence I had to continually walk from the word wall to the other side of the rug where the computer and document camera setup was located to display and model the behavior. For this particular lesson this proved to be okay because using the word wall involves walking and being active so it fit appropriate modeling. In the future I could see so much movement being an issue, particularly with students who have difficulty attending or otherwise focusing on the lesson. However, at the same time it also allowed for me to move around more with the students and my presence near some in the second lesson made a notably different impact in behavior. Once the novelty and excitement associated with the technology has faded, an assessment of what approach works best with your students would be ideal in effectively using the tool in the classroom.
Document Camera Info Sheet | |
File Size: | 171 kb |
File Type: | docx |