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• W1588611600 abstract "The use of digital photography in the social studies classroom offers students an application of technology that can help them develop the skills necessary to access, analyze, and evaluate all forms of information and communication. Students learn to recognize how images represent diverse perspectives, connect disparate pieces of information, and can be manipulated to alter the authenticity or reliability of the information. Working with visual materials fosters skills that are important when judging the accuracy and meaning of, for example, television news, fiction and nonfiction books, museum displays, films, and other forms of communication. Digital imagery provides a hands-on, authentic way to capture the American experience. Incorporating images into instruction can contribute to a motivating learning environment since children intrinsically enjoy working with images and engaging in the process of deduction. Students can use digital cameras to capture images within their community; this provides opportunities for them to enhance their interpretation of local history, economics, geography, and politics. Students can also exchange and compare their collected digital images electronically with classes in other locations to foster the process of historical inquiry across geographic regions. Cost reduction and advances in the technology of digital cameras have made this instrument more suitable than ever for wide-scale application in schools. By facilitating inquiry-based learning, encouraging constructivist pedagogies, and promoting an exchange of knowledge, the classroom becomes a site of active learning, fostered by the technological resources available. Digital Imagery in the Social Studies Classroom In social studies classrooms digital images can be used to foster historical inquiry by engaging students in activities that encourage them to explore their own communities. Such activities may simultaneously develop students' literacy skills as they examine historical, geographic, and cultural information captured in images. Topics the students might explore with their digital cameras include the following: * Regional artifacts which depict the history/age of the community * Regional geography * Environmental issues (i.e., population, pollution, or drought) * Economic issues (representations of wealth and poverty in the community) * Representations of government and politics in the community * Cultural diversity in the community * Issues representing children in the community. By comparing present-day pictures of a locale with pictures of the past, such as those below of the Pueblo of Acoma, students can visually compare and contrast living conditions over time. This example illustrates how similar housing has remained after more than 100 years. Students may further develop their digital analysis skills by using historical images and the photo document analysis worksheets developed by the National Archives and Records Administration. This activity may assist students in understanding that history exists through interpretation. (1) Students may learn to recognize representations of point of view (e.g., social, political, or economic) and bias in images, assess the reliability of sources, discuss divergent interpretations, and support their conclusions with evidence. The Trashing of Our Community: A Photo Essay The following example highlights a project that used digital images in elementary social studies. Through this activity students not only learned to take digital photos, but were also able to use digital images of their community to enhance their perspectives of local history, economics, geography, and politics. The fourth grade students were initially introduced to photo documents using images from their homes. They analyzed the details and information in the digital sources about the individuals depicted. …" @default.
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• W1588611600 date "2004-04-01" @default.
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• W1588611600 title "Digital Images: Capturing America's Past with the Technology of Today" @default.
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