Fun with Writing on the Blog
Writing still is the most neglected “R” throughout the school and college years in American education (The Neglected “R”: The Need for a Writing Revolution, 2003), particularly amidst the pressures of standardized testing and teacher accountability associated with it. Not surprisingly writing has become the most feared activity among many students in English classrooms. Newer technologies offer the possibilities for personal expression and reflection that may bring back passion for writing in our students’ hearts and minds. One of such possibilities is composing with digital photography/images. While digital technologies allow composing content other than text, text can be easily added to augment digitally created content. Richardson (2006) shares his excitement about this approach in classroom teaching:
What if you could invite other people from around the globe to have discussions about those images?
What if you and your students could annotate them with your own descriptions and observations?
What if you become a part of a community that contributes images of similar topics for you to consume? (p.102)
The Disappointment Turned Great or the Half Fun Day are good examples of students’ composition and publishing with digital images. Their posts also bring joy to the reader and their authors. Digital stories by students in the Scott County Schools will leave you with awe and smile too.
Also, have a look at how Barbara Gangley uses digital images to illustrate and to a push in new direction her reflection about important events in her professional career. A good example of this is her post, Heading Home from ELI–Lessons and Learnings. In her writing, digital photos become an inherent part of her narrative, can you see that too? Her images are also fun to watch. I invite you to contribute ideas to this reflection on fun writing with digital images by either addressing the questions posted below or by coming up with a question of your own.
What English language arts content, topics, and skills can be introduced to students with digital images and publishing?
What kind of teacher support will students need to be able to compose successfully with digital photos/images?
February 7, 2007 @ 10:43 am
Even though I am of the old fashioned mindset when it comes to technology versus paper, pencil, and a book, I must admit that Will Richardson brings to light a technological tool that has fabulous potential for the classroom. He makes a very good point when he states that most people now, including students, have access to digital cameras or at least a cell phone that has picture-taking capabilities. His excitement is obvious as he devotes an entire chapter to the Web-based digital photography portal known as Flickr.com. I do appreciate the fact that he gives easy-to-read instructions regarding the set-up and logistics of this Yahoo based website. As I read the chapter, the impact of this type of website on the world of education began to dawn on me. Students can share photos with others all over the world, and in return, gain access to photos they would never see otherwise. I was struck with the feature of Flickr that allows text box annotations to pop up when you drag the mouse around the photo. This truly connects literacy for visual learners. The “photo field trips” he described on page 107 also sparked the creative currents in my mind as I immediately began envisioning the myriad of places, people, and cultures that could be explored in this way. I thought it extremely relevant to our class and particularly our group project when he explained how photos from Flickr can be channeled to a specific Weblog. This is an excellent way for student photos to be organized in one place where they can be easily accessed and shared among fellow students. My only problem with Flickr is one that Richardson pointed out near the beginning of the chapter. The possibility of students being exposed to inappropriate content is certainly a risk related to the use of this Web-based photo portal. With all of the photographic junk floating around in cyberspace, there is sure to be at least a small amount that will float into a digital photo site that posts hundreds of thousands of pictures coming from just as many different sources. The precautions that I as a teacher would need to take in order to protect my students from harmful exposure through Flickr would need to be exhaustive to say the least. In summary, the excitement Richardson exudes concerning Flickr is contagious indeed. However, I would definitely approach the use of this online source with caution as well as creativity.
February 11, 2007 @ 4:46 pm
As a fifth grade teacher, I am aware of the need for writing and our students becoming better writers. In Gwinnett County, our students our involved in a test called the Gateway. This is a promotion based test. If the students did not display the capability to write on topic for several paragraphs, with an understanding of who their audience is; they will not be passed.
Since I taught ESOL students, the best way to get them to write would be to first build up their vocabulary. I did this through videos, pictures, and then text. Allowing students to obtain visual pictures of objects and situations, provide an opportunity to express themselves verbally. Now with Flickr, students will be able to have the visual they need and write responses and reflections based off the picture. This is the best of both worlds. Using pictures also allowed students to be more creative.
Now, I teach math and I would love to use Flickr in my project and in the classroom. During the geometry unit, I would love for students to be able to find images that they would be able to identify various angles and polygons. I would also like for them to be able to upload pictures that they created and found around the school. This way, students will be able to add to a tag that may already be created. Then they would annotate the pictures and ask questions to students around the world. However, I have the same concern Cordelia expressed in her blog. She restated a disclaimer that Richardson mentioned in the book. Richardson (2005) said, “As with most other things on the Web, no one can guarantee with absolute certainty the quality or appropriateness of the content on Flickr.” Since this is an obvious truth, I would have to preview and search for geometric images first before allowing my students to surf the web. Yes, this process would be “exhaustive to say the least” (Cordelia).
Even though Flickr allows teachers to integrate technology, math, and literacy- it still seems to take as much time as if teachers were teaching the subjects separately. Unfortunately, we live in the time of NCLB, and everything teachers do, teach, say, and present is under questioning. Teachers have many ideas that they would like to implement in the classrooms, but they always seem to be asked, “Will this prepare them for the test?” Since standardize testing is the only measure of learning these days, how will you be able to convince administrators and legislators that Flickr, Weblogs, and podcast are the way to go. Although I enjoyed the activity “Roll the Die” on page 108, I can’t help but ask myself can this same activity be done without the computer. The answer would be yes. I know this because I ask the same questions with visuals now. The only difference is the process or tool being the computer.
Having said all of this, I am in favor of Flickr and would love to see if being used in the classrooms. But, I would like to know how you would get your administration to support the use of Flickr throughout the school. Would Flickr take up too much class time and not provide time for CRCT practice or testing strategies? Would using Flickr help prepare students for the CRCT or real life?
February 11, 2007 @ 5:19 pm
I enjoyed the read for Chapter 7, although it was about the use of technology it was an easy read. While reading I was able to navigate through flickr.com and I thought that this is a great classroom tool. I especially liked how flickr allows you to annonate certain parts of the picture being shared online. It reminded me how my Professor used something similiar with her Spanish course for students to identify the items in Spanish within the picture. I immediately began thinking how I can use this attribute within my classroom.
However, it also lead me to think of the dynamics/diversity of students. And that if I were to incorporate technology in my classroom I also have to provide the students with time to access the internet and NOT just assume that they have it at home. It seems as thought the teachers described the in readings were able to depend on the students to use flickr at home. Yet, if your a teacher in a low SES area or any area, then it is important to NOT assume that all students have access to the internet.
What are your thoughts of providing students access to the internet outside from home? Would you automatically provide it or do a survey to see if all students have easy access?
February 11, 2007 @ 5:28 pm
Cordelia,
I completely understand your concerns for our students to use this site and share photos because there are so many phonographic photos out there as well. Unforntately, when using the internet there will always be a chance to be exposed to such inappropriate content. However, as educators, we need to be cautious and work as partners with the student’s family to assure that the web is used for the educational purpose we intended it be. And I think you are aware of that because you said you would approach it with caution. Therefore, we all have a responsiblity, (teachers, students, parents), and us teachers need to make sure that we work collabortively to assure the safetly of our students.
February 11, 2007 @ 6:01 pm
Flickr sounds like a very exciting tool for the classroom. I enjoyed playing around on the site and I see a huge potential for it in terms of our group project. The ability to annotate photos is truly an innovative invention and one I wouldn’t have thought of. I can think of so many classroom uses with regards to creative writing, descriptive writing, and even persuasive writing activities. I think Flickr would be ideal for an online journal for group work. The students could post photos of the progress on a given project and use the annotation tools to share their reflections. It could also serve as a way for students to monitor the progress of other classes working on the same projects. What a great way to learn cooperatively, even across an ocean! Does anyone else have other suggestions as to how this site could be used in the classroom?
I can see a possible roadblock as being students getting distracted by searching for entertainment personalities and risqué photos. While strict guidelines for using the site would be implemented prior to any online project, the temptation for veering from the topic at hand would still be great. I would be really interested to hear from other teachers who have already used Flickr in the classroom to identify ways student use can be policed.
While I see so many possibilities for Flickr, my students will not get the opportunity to use it with/for me any time soon. Unfortunately, my schools’ server blocks Flickr. I would like to know the process for having a school system evaluate a website. I fear, however, that even a few questionable photos would keep the site blocked from our school. I did a generic search of “naked” and guess what I found, a whole lot of naked people! Most were posted within the last 2 or 3 days, so they may be removed soon, but that will not help my case for making this site legal at school.
February 11, 2007 @ 6:04 pm
Cordelia,
The photo annotation tool struck me, too! I see so many possibilities for using that as a journal or as way to update others on progress with projects. It is so much more innovative than a boring caption. I also loved the idea of photo field trips. I see the potential for an English class when reading about a specific location or time period. What other ideas do you have regarding the two tools mentioned?
February 11, 2007 @ 6:10 pm
Virtuous,
I agree with your post completely. In this climate of standardized testing, getting a school to approve using Flickr in the classroom would be difficult since several of the activities listed could, fairly easily, be done without a computer. While the site has some great photos and great potential for cooperative learning, the potential for abuse is huge, and I doubt the merits would outweigh the drawbacks.
February 12, 2007 @ 6:03 am
As an individual who thoroughly enjoys taking pictures along with being in pictures myself; I was thrilled to learn more about how to create “Fun With Flickr”. With the wave of interest and popularity in: digital cameras, cell phones with cameras, scrap booking, and personal web pages, photographs are being used more and more for communication. There is so much that can be said without words when looking at a picture. Pictures tell stories, pictures show emotion, and now with access to Flickr I can use a new form of communication to open new doors for my students. How does a tool like Flickr provide educators of lower socioeconomic status schools new opportunities?
As a first grade teacher, there are so many new things I introduce to my students. With young students there are so many things they are not and may never be exposed to. I agreed with Steve Brooks when he stated that, “The thing I like about getting images from Flickr is the students can see that there are real people behind images, not some generic, faceless website.” (Brooks, 2005) Going even deeper than having students realize that websites are real, but they can can also realize that the ideas, themes, and pictures are also real. How many times have you felt frustrated because the topic you were teaching was difficult for your students to picture or understand? Using Flickr in the classroom would greatly assist educators when discussing topics that are beyond our student’s grasps. Flickr can be used as a great introduction to many lessons, especially in science and social studies. The tool I thought most useful was being able to annotate certain parts of a picture. As I teach nouns, verbs, and adjectives now, I would love to use this feature to provide my students real life examples. Locating actual persons, places, and things in pictures, creating a slideshow of verbs, and having them use as many adjectives as they could to describe a picture on Flickr would give them a better understanding of these new topics.
Though Flickr seems pretty simple to use, I would not have my first graders do any searching of images alone. How can educators of younger students involve their students in the use Flickr? How else can an early childhood educator use Flickr in the classroom?
February 12, 2007 @ 3:22 pm
Ms. Outspoken’s comment on Richardson Ch. 7 reading
I found one quote in Richardson’s book to say exactly what I thought. “That is the power of the READ/WRITE web: being able to create and connect content through publishing in ways we never thought possible” (Richardson, Ch 7, pg 109). I think being able to take a particular content area such as Science or Social Studies and let students make it their own by using pictures they find or take themselves to be a truly inspirational idea. Also, being able to write about their pictures to create a different type of “paper” and then allowing people to comment and add to the work will give students ownership and excitement about writing “reports and papers”. However, this does cause some worries for me as a teacher. Will this type of writing cause traditional writing to become even more of a fearful subject for students? Also, how does this new form of writing effect time allotment? If students in the classroom do not have internet access in the home, to complete at least some of the work outside of school (whereas, in traditional research a student can check out a book from the school library) do we as teachers then provide valuable class time for this research?
February 12, 2007 @ 3:33 pm
Ms. Outspoken’s comment to Peace,
Peace,
I agree with what you said. I find this new technology to be fascinating and a wonderful tool to use in the classroom. I support your statement about not allowing young students to search on the website with out supervision, but what a daunting task. If you have 25-30 students in a room, what a job to have to monitor all of them. I think for younger grades (k-3), it should be considered to work on these projects in small groups where there is a controlled number in each group to supervise. Also, media center specialists would probably love to get involved in this type of project and could possible an extra set of hands, if not leading the project. Some other ideas for this website could be, a creative writing project, simple sentences, phonics, and show and tell. How do you foresee managing this type of project in your classroom?
February 12, 2007 @ 5:13 pm
Ms. Outspoken
I too love the quote you mentioned from Richardson’s book. The technology that is available to educators and students today is beyond what could have ever been imaginable for educators and students from the past. With Flickr you can bring a world far away right to your front door.
In response to your question:Will this type of writing cause traditional writing to become even more of a fearful subject for students? Are you asking whether or not students will begin to withdraw complety from the traditional pen and paper writing? If so, I would have to say yes. Students today are completly submerged in text messaging, instant messaging, blogging, etc. that when and if writing on the web becomes a part of a daily/weekly school assignments that traditional may become not only a feared subject, but a foreign subject.
In response to using Flickr in my classroom, right now it is not possible. With the strict internet blockings, I cannot access Flickr. However, if allowed access to Flickr, I would use it in one of two ways. When introducing a new topic or concept I would the TVator, which allows for my students to see what is on my desktop screen on the classroom TV screen. Together we may go through a slideshow of pictures as I point out different items to them. Secondly, in regard to students using Flickr, it would have to done in the computer lab during computer time once a week. Here there are enough computers for all students to use and there are also two adults monitoring the students.
February 12, 2007 @ 7:15 pm
Blythe,
I thought it very interesting that Flickr is blocked from your school’s computer system. Richardson seemed very knowledgable about this particular web tool, so I’m surprised that he failed to mention that some schools may indeed have it blocked in their system. I actually truly admire the fact that your school put forth necessary precautions in order to protect the innocence of its students. I am curious now as well. Is there a way that the myriad uses of Flickr can be utilized while at the same time putting up roadblocks for students to prevent harmful surfing on the site? With all of the Internet tools out there for parents to block their computers from pulling up adult content for young children, I am shocked that a similar program does not exist for blocking WITHIN a website.
I know that I am on a rather negative “soapbox” right now, but you also pointed out the overall distraction this tool could become for young students. The very nature of this web tool is distracting and overwhelming if not used correctly. However, on a more positive note, a skilled teacher could sufficiently monitor students’ activities on Flickr.