Loconte 1

Digital Photography and Film-Making for Early Learners

Michelle Loconte

1.Problem statement & purpose

In order to prepare our students for a 21st Century world, we need to expose them to a variety of technology forms. While computers are a valuable tool for learning, they are not the only tool necessary. Digital cameras and flip video cameras can enhance the learning environment and foster creativity for all learners. Currently, the NJ Early Childhood Expectations require students to identify and use basic tools and technology in partnership with science investigations. When students are asked to think as scientists, they are asked to observe and record the world around them. Students as young as three and four need to photographic clues to help them observe and learn more about the world around them. When students are encouraged to ask questions, take pictures, and record video, they become interested in their learning because they are deciding what they want to know. The grant proposal I am about to present you with creates a learning environment that will increase vocabulary and enhance questioning skills through student interest, photography, and podcasting.

2. Background literature:

In researching this proposal, there have been several studies that analyze young learners and their success with the use of digital cameras and technology. The three studies selected for this proposal included analyzing English Language Learners, children and video games, and young photographers. The studies have each noted that children have improved in language skills and one study even noted that the study allowed students to correct teachers’ misconceptions about their lifestyles.

In the Young Photographers study, Bonnie Blagojevic and Karen Thomes brought digital cameras into a 4 year old pre-school classroom in 2 phases: teacher directed and student directed. The study suggested that technology tools, when used to support educational goals, could allow young learners the opportunity to express themselves and learn how to make new choices. In phase 1 of the study, Blagojevic and Thomes introduced the students to a digital camera. The children discussed what they already knew about cameras. During the course of the study, the children learned how to take pictures, zoom in, and center a picture. Children were directed to take pictures of things they liked to do in school, and centers they liked to play in. They made several class books with their photographs. The effects of phase 1 were tremendous. Students began talking about the camera and the books at home. Parents asked for copies of the books, offered to come in and help make books with their children. The vocabulary of the children increased, and their awareness of their environment changed.

In phase 2 of the project, the children were presented with a digital camera that they could use. When the teacher introduced the camera, “the children treated the camera not as a toy, but as a useful tool. They used it respectfully and appropriately”(Blagojevic & Thomes 2008, p. 72). Now the students were beginning to develop a sense of responsibility and it didn’t stop there. The students established a waiting list to use the camera. If you wanted to use it, you had to sign up. The timer would allow each user 10 minutes with the camera until they needed to allow another classmate the opportunity to use it. Students began solving problems in a way that was fair for everyone.

The students increased their vocabulary through observations with the digital camera. During a study on birds, students looked at photographs they took of different birds and discussed their points of interests from the photographs. Some students noted the strong beaks, while others talked about the bird’s talons. Overall, the study allowed young learners to develop a sense of responsibility, solve problems, and increase vocabulary. Without the incentive of using the camera, the learning experiences that occurred throughout the study may not have happened.

In a study done by Susan Britsch, English Language Learners used visual communication to learn the language. Britsch found in her study that language development must be multimodal; this meaning that the learning process centers on visual and perceptual concepts. The most successful English language learners were in “multimodal environments that offer opportunities for verbal as well as nonverbal processing of information by ELLs promote ‘deeper understanding and retention of material” (Peregoy and Boyle 2005, p. 79). Teachers who provided visual clues such as photographs helped students retain the language acquired.

Within this study, pre-school students were given digital cameras to take photographs. One group of pre-school students were given the cameras on a field trip to the zoo. The photographs keyed in on their interests and perspectives. While an adult may photograph something unique, children were more interested in the familiar elements of the environment. For example, some children took photographs of the different cracks they saw in the sidewalks. By looking at the photographs that they took, the students were able to look at their own experience and understand their experience. When asked about the photographs, they children were able to express why they took the photo, and provide details. The children were beginning to use their photographs as a new form of communication. Their oral explanations were necessary to understand their viewpoint of the photograph, and the students were interested in expressing themselves.

Further in the study, Britsch notes that the studies she researched note the “benefit of giving children access to an ‘adult’ tool in an environment filled with equipment ‘for children’” (Stephenson 2009, p. 137). The study she discusses included young children photographing their school. The students were involved in a planning process, and needed to present what was important to them. The students created digital storybooks, which gave students the opportunity to improve in print literacy skills and the students worked cooperatively and collaboratively in groups to create these storybooks.

The English Language Learners were given digital cameras to photograph their homes and communities and families. The children then had a conversation with their teacher about the photographs. When the teacher made statements that were incorrect, the students used their oral language skills to correct the teachers. The photographs had meaning and value to them; they needed to “defend” their photographs. The study was a learning experience for both the learner and the teacher, because the teacher needed to “expand their perceptions of children’s realities” (Britsch 2010, 173). The study with ELL students expanded into mathematics, applying mathematics into real life experiences. The students would be asked to find something in different shapes and take a photograph of it. They needed to know the name of the shape and what the shape looked like in order to complete the task. The study went on to examine students using the cameras for observations and interpreting data in the field of science. Using the photographs for science allowed students to further increase vocabulary and inquiry skills.

The final study examined young children and literacy skills through video games and computer games. Young children are able to turn on the TV by themselves, request specific shows, use the remote to change channels, load their own CDs on a computer, and play their own music CDs. When they are home, they use technology often and independently. However, often when they come to school, the push is further from the technologies they are familiar with and the pull is towards nature around them. The article argues that young children need a healthy balance of both. In the article, discusses the difference between Literacy 1.0 and Literacy 2.0. Literacy 1.0 would be using technology as “an accessory for entertainment or supplemental activities, while the official curriculum is delivered through traditional paper-and-pencil activities” (Wohlwend 2010, p. 146). Wohlwend then describes Literacy 2.0 as “practices that involve participating in vast digital networks through posting, blogging, recording, remixing, uploading, and downloading. Children find ways to ‘play at’ Literacy 2.0 practices that they see in daily use in the world around them…” (146).

She later describes an interaction with 2 children in a first grade classroom who created a video game out of paper and pencil. The students used their prior knowledge of the video game they like to present it in a new way, using traditional methods. The picture of the video game hides the complex thinking, but when talking to the boys, asking them to describe their game, she noted that the students used an extensive vocabulary, even inventing new powers for the characters in the game, and new words to go with those new powers. The creativity was there because the boys were interested in the technology. The article argues that by presenting the students with technology that is familiar with them, they have the opportunity to grow and expand on what they already know about the technology.

Conclusively, all three articles present strong arguments supporting the use of mobile technology in the early childhood classroom. Students have the opportunity to express their opinion, present new viewpoints and perspectives, learn and retain new language, being using descriptive language, analyze data, problem solve, and guide their learning. These articles are supportive to the curriculum that the Perth Amboy Early Childhood Department follows; Creative Curriculum. Creative Curriculum allows the student to learn based on their interests. By using these technologies in the classroom, students will be able to focus on their interests while deepening their understanding.

3. Needs assessment:

At the Edmund Hmieleski Early Childhood Center in Perth Amboy, each classroom is equipped with a SMART Board, webcam, 2 computers and 1 printer. The students have the opportunity to use all of the equipment on a daily basis, depending on the classroom teacher’s discretion. The school consists of 27 teachers, 27 para-professionals and 15 students per classroom. There is a total of 405 children ranging from the ages 3-5 in the school. Most of the educators in the building utilize the SMART Board but from conversation, they are not as confident as they should be in using it. Based on the research, digital cameras would be just the tool these learners needed to grow as learners. Teachers feel more confident using a tool that they are familiar with as well. From experience with the children in this age group, it is clear to see that they love to see their picture; they are fascinated by pictures of their family and friends in different places.

The proposal includes opportunity for teachers to complete professional development as well. Teachers would be required to complete these hours before and during three years that the technologies are introduced in the classroom. All of the professional development would be completed through online courses that are offered for free. The professional development would include technical information about the technologies and educational information about how to incorporate the technology into the classroom. These professional development activities would allow teachers to build the confidence to use the technologies in the classroom and give them the opportunity to use their creativity in using the technologies with the students.

4. Brief overview:

Over a three year study period, the twenty-seven teachers and twenty-seven para-professionals (54 educators in total) at Hmieleski School in Perth Amboy, New Jersey will be provided with two digital cameras and two flip cameras to use in small groups with students. The educators will first model proper handling skills, and then scaffold usage until students become independent learners. Over the three year period, faculty will complete professional development hours in the area of digital photography skills, flip video camera skills, and podcasting. Families of the students are encouraged to attend PTO meetings that will offer the same Professional Development as an optional resource. This will help families discover what their children are learning and build a stronger connection between family and home. After the pilot year, the administration will select three teachers to receive stipends to plan and organize professional development, to facilitate learning, and to assist teachers with strengthening their technology skills.

In an effort to restore community pride, make students aware of the community around them, and make the community aware of the technology project, students will complete three group collaboration projects per year. The final collaboration project will be displayed at the Perth Amboy Gallery, for community members to view and comment on. Students will complete their collaboration projects with two other classes and the project topics include: families, school, and their community. The ties the school has made with the community and families will strengthen pride in the city of Perth Amboy and give students and their families the opportunity to learn more about where they live.

5. In-depth description of your proposal:

  1. Timeline

The timeline covers each month of a ten-month school year over a period of three years. Each year has the same format, months to allow teachers to gather data, months where the school completes benchmark assessments, months where the school works on collaboration projects and one month of community outreach for each year. The timeline follows the same pattern for each year, with new technology focuses and Professional Development each year. The first year covers digital cameras, and provides free professional development for teachers, that are also accessible to parents at PTO meetings. The second year focuses on flip video cameras and how to effectively use them in the classroom. The free Professional Development includes flip video camera education and information that are also accessible to parents through PTO meetings. The final year focuses on using flip video cameras and digital cameras to create a Podcast. The free professional development is on Podcasts, and parents are again allowed to access the workshops at PTO meetings. The entire timeline is included in the Appendix.

  1. Budget breakdown –

After completing a Needs Analysis of my school, I have come up with a budget that utilizes old technologies while it also incorporates the new technology. Over the course of three years, the total budget comes to approximately $121,758. The entire budget includes items needed for the new technology, teacher stipends, and extra money for professional development to pay for electric costs. The entire budget for the three years is included in the Appendix.

  1. Evaluation

In order to evaluate the impact of this new technology being presented to the students and faculty, I have decided to have the students complete two benchmark assessments each year to evaluate the impact the technology has had on their learning. The assessment includes one language arts and one mathematic assessment that incorporate the new technology as a tool for evaluation and assessment. The benchmark will be assessed using a simple rubric, benchmark topics and rubrics are included in the Appendix.

In order to evaluate the knowledge gained about the technology, it is important that the prior knowledge, the working knowledge, and the completed knowledge is assessed over the three year period. Faculty and families will be surveyed at the beginning of Year I, the beginning of Year II, the beginning of Year III, and the end of Year III to evaluate how much faculty and family have learned over the course of the three years the new technology has been introduced to the school. All surveys can be found in the Appendix.

The final evaluation tool is to see how effective the digital photography and flip video cameras are when incorporated into group collaboration projects. Each year, groups of three classes will come together to complete three collaborative group projects a year. Each year, the topics stay the same, but the media outlets will be different. In the first year, students will use digital cameras only to complete the group projects. In year two, students will use flip video cameras and digital cameras to complete the projects. In the last year, students will use flip video cameras and digital cameras to create three podcasts. The final collaboration projects for each year will be on display at the Perth Amboy Gallery. When the students create videos and Podcasts, the Gallery will have a “Premiere” night which would include a viewing of each group project. Community members who attend the premiere will have the opportunity to complete a survey about each project they viewed. The survey is included in the appendix.