NCTE ProfEssioNal DEvEloPmENT. module 2 using Digital Media

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1 NCTE ProfEssioNal DEvEloPmENT Creating ICT Resources module 2 using Digital Media

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3 Creating ICT Resources using Digital Media module 2 Published by The National Centre for Technology in Education National Centre for Technology in Education (NCTE) Dublin City University Glasnevin Dublin 9 Tel: info@ncte.ie Web: / Copyright National Centre for Technology in Education 2011 Permission granted to reproduce for educational use providing the source is acknowledged. Copying for any other purposes prohibited without the prior permission of the publisher. Please note: Screenshots used in this manual may appear different to those on computer screens used by participants. Variations in versions of the software and differing operating systems may be in use. The World Wide Web is constantly evolving and content and URLs (Universal Resource Locators website addresses) change over time. It is possible that the content located at some of the URLs listed throughout the manual may change over time. Throughout this module, reference may be made to software titles and suppliers of Internet services. These references are made purely to illustrate or expound course content. Any such reference does not imply any endorsement by the NCTE of a product or company. The reader should be aware that typically there are many products and companies providing similar services in areas related to ICT. Participants should be as informed as possible before making decisions on purchases of ICT products or services. Please refer to for details of purchasing frameworks available to schools.

4 Creating ICT Resources using Digital Media Introduction This is a 7.5 hour course, designed by the NCTE, and aimed at equipping primary and post primary teachers with the skills to effectively use ICT as a teaching and learning tool. The basic principles covered in this course can be applied to any area of the primary or post primary curriculum. Time is allocated in each module to discussion on how the skills learnt can be used to enhance teaching and learning, with particular reference to: Literacy Numeracy Special Educational Needs Course Overview The course consists of three modules. Module 1 - Creating ICT Resources using the Internet Module 2 - Creating ICT Resources using Digital Media Module 3 - Creating ICT Resources with Digital Storytelling Appendix I - Connecting a Digital Projector to a Laptop This is the second module of the above course. This module may also be delivered as a standalone course. Curriculum Links NCCA ICT Framework The NCCA ICT Framework provides a guide to teachers for embedding ICT in curriculum and assessment across curriculum subjects to help students become capable learners who are digitally literate in Areas C, S, T and F of the ICT Framework. Area C - exploring the potential of ICT to create, communicate, and collaborate to organise and produce information. Area S - Developing a critical appreciation of the role of ICT in society and habits which reflect ethical and responsible use of ICT. Area T - using ICT for thinking and learning including managing enquiry, assessing information, solving problems, and expressing ideas across a range of curriculum areas. 1

5 Creating ICT Resources using Digital Media module 2 Area F - understanding and applying knowledge of the functions of ICT including safe practice, maintenance and ergonomics. While the skills taught in this course are aimed at teachers, it is assumed that students will play an active role in engaging with these ICT technologies. There are three progressive levels of learning in the ICT Framework, from Junior Infants to Junior Certificate. Open ie/en/ict-framework/opportunities to see the Demonstrations of Learning for the level you teach. The NCTE provides a wide range of supports to schools in the area of ICT integration. When you have completed this course, take some time to explore the NCTE website ( especially the videos contained in the Good Practice section, to see how some teachers are integrating ICT in their own classrooms. Explore also the Planning section of the website which provides an electronic version of the e-learning Handbook and Roadmap, along with other useful resources to use in the development and implementation of your school s e-learning Plan. Please note that this NCTE course manual contains some additional content which your course tutor may not have time to cover as part of the 3 module course. It is intended that course tutors will prioritise the basic skills required for you to use ICT as a teaching and learning tool. The manual should provide you with a step-by-step guide to enable you to reinforce these skills when you are back in the classroom, as well as providing you with additional content and information which may be of use to you in the future. 2

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7 module 2 Creating ICT Resources using Digital Media Duration 2.5 hours Objectives This module will enable the participant to:» Upload digital photos to a computer and carry out basic editing tasks.» Use Picasa, a free photo editing software as a classroom resource.» Use digital photography to support literacy and numeracy development.» identify uses of digital photography to support students with special educational needs.» apply best practice in relation to copyright when using digital photographs in learning and teaching.

8 Creating ICT Resources using Digital Media Using a digital camera The Digital Camera A digital camera works in the same way as a normal camera. However digital cameras do not require film as the pictures are stored electronically inside the camera or on a small memory card inserted into the camera. Digital cameras have a viewer called an LCD display which enables photos to be viewed immediately after they ve been taken. One can decide to save or delete and retake as required. Digital cameras can do things film cameras cannot: Display images on a screen immediately after they are recorded. Store thousands of images on a single small memory device. Allow editing and enhancing of photos on a personal computer. Record sound with images. Produce photos that can be used as slideshows, galleries, digital stories or slideshow movies. Delete images to free storage space. Digital cameras are incorporated into many devices ranging from mobile phones to Personal Digital Assistants, (PDAs). The mobile phone is often the first exposure many students have to digital photography. 5

9 Creating ICT Resources using Digital Media module 2 The Ncca ICT framework and digital media Using digital media for learning and teaching will enable the teacher to put the NCCA ICT Framework into effect, to help students become capable learners who are digitally literate in Areas C, F, S and T. The ICT Framework provides a guide to teachers for embedding ICT in curriculum and assessment across curriculum subjects. Area C - exploring the potential of ICT to create, communicate, and collaborate to organise and produce information. Area F - understanding and applying knowledge of the functions of ICT including safe practice, maintenance and ergonomics. Area S - Developing a critical appreciation of the role of ICT in society and habits which reflect ethical and responsible use of ICT. Area T - using ICT for thinking and learning including managing enquiry, assessing information, solving problems, and expressing ideas across a range of curriculum areas. The NCCA ICT Framework Links Tutor Demo 1. Open a web browser and go to Locate the Demonstrations of Learning for the Level you teach in Areas C, T and S of the ICT Framework. 2. Area C in Level 2 states that among other outcomes a 3rd class primary student should be enabled to: Explore and create drawings, designs, and image files using a digital camera. Modify and edit images for use in project work or stories. 3. Area F in Level 2 states that among other outcomes a 3rd class primary student should be enabled to Play, listen to and view digital media using audio and video devices and applications (e.g. digital still and video cameras, audio devices and media players). Note the Area F actions that your students should be able to perform in regard to digital media. 6

10 Creating ICT Resources using Digital Media The use of digital images in all areas of the curriculum can stimulate great creativity and enthusiasm for learning among the students in the classroom. Using one s own photos not only ensures the subjects are current and local but also avoids copyright issues, expense or the need to vet inappropriate images. The digital camera can provide a large quantity of resources for all students, especially those with individual learning needs. Using personal images of the class on the IWB as a resource i.e. slideshows or Photo Stories or part of interactive resources encourages classroom motivation and participation. Some examples include: Recording and Assessment o recording school related events and trips for display on the school website and in Assembly areas. o Keeping a record of the school-year for display at parents meetings, end of year prize-giving and graduations. o eportfolio of students work that may be assessed at the end of the year. This is particularly useful in Transition Year, LCA and LCVP. o Keep a record of, for example, Art, Craft and Design, Materials Technology Wood and Design and Communications Graphics projects as they develop over time. Language and Literacy o a photo can be used as a prompt for conversation and oral work or narrative or descriptive writing. o students could write a book using digital photographs to illustrate their story accompanied by text in a language they are learning. o enhanced podcasts (digital audio recordings accompanied by photos) can be created by students to give a virtual tour of their local area or a place of interest. o a vocabulary theme photo gallery or slideshow adding captions in Irish or any language to a series of images on a theme such as Éadaí can be created. This can then be shown to other classes and used a resource for teaching and learning. This may be particularly useful for students with special educational needs, and new language learners of all ages. o Students can compile Alphabet Books, where each student is assigned a letter of the alphabet. Having taken an image of something in their environment starting with that letter they record their own narration. o Talking Books or audio books can be created, accompanied by images o Photo biographies with text can be created for class wiki or school classroom walls. o Photographs in the school newsletter will illustrate articles about the School Garden, Sports, Green Schools or School Musical. Publishing o students can record the steps of a Science experiment and put it into a slideshow to share with other classes on the school server or VLE. o Images for written reports and presentations can be published online in a class blog. o A publicity poster can be created to publicise a class play or project. 7

11 Creating ICT Resources using Digital Media module 2 Demonstration o images can be used to demonstrate the sequence of any process by creating a simple digital slideshow. o They can also be used to Illustrate a timeline, e.g. the story of a forest. o Students can illustrate a Science experiment or a Maths construction. o students or teachers can demonstrate the correct sequence of movements for a particular sport during PE class. Links Tutor Demo Literacy The following are some examples of how using a digital camera may enhance literacy development: Discussing and writing about photographs o Where were they taken? Why? What is happening in the picture? Who is in the picture? Using photographs to explain a concept, document an experiment or illustrate a procedure o What were the steps taken? What equipment was required? What sequence did they happen in? Using photographs to tell a story o What is happening in the picture? What does the picture tell us about the person? What do you think will happen next? Making a slideshow video using Photo Story 3 made up of photos, of Our Class or Our Year News. o Developing an appreciation of the listener-speaker relationship, learning to attend actively, and responding to all the verbal and non-verbal cues that are used to convey meaning. Some examples include: Digital photographs or short digital videos taken by the students provide a springboard to all areas of the languages curriculum English, Gaeilge and modern foreign languages Digital photography is particularly useful in recording a life-cycle which can be then used as the basis of language exercises. Media literacy can be taught through the creation of a class newspaper and stories can be written around photographs using different writing styles. Using desktop publishing software students can create class and school newsletters and import their photos of local events. New language learners can photograph an everyday item e.g. clothing and build up a class image-bank for display on the interactive whiteboard or classroom walls. Pairs of students can work with a photo editor like Picasa (a free photo-editing application from Google) and collaborate and communicate on a joint assignment. A photo sequence of certain fundamental oral skills can be taken with the students to respond appropriately to each image. Students can create a mini movie with Photo Story 3 adding their own narration. Students can create a digital story, using their own digital photographs. 8

12 Creating ICT Resources using Digital Media Links Tutor Demo Numeracy The following are some examples of how using a digital camera may enhance numeracy development: A primary school teacher or Maths, Science or Technology teacher can build a digital image bank of numerical concepts in real world objects for his/her use and to share with colleagues. Geometric shapes can be photographed, for example, buildings with cylinder and conic shapes e.g. Round Towers of Lighthouses. Real-world images e.g. bridges can be used to illustrate parabolas, perspectives, shape etc. Students can use the camera to analyse angles of different shapes photographed around the school. Students can make a photo record of the steps in solving a mathematical problem or a record of the use of a calculator for a particular procedure. Students using a digital camera can try to capture and add to the existing classroom posters illustrating angles, ratios, sets equations etc. with examples they capture from around the school. Volume can be illustrated with worked calculations alongside a selection of photographs of volume demonstrated in different contexts. Consider a Transition Year Mathematics/Art project such as The Mathematics of Digital Photography. Transferring images from camera or phone The pictures can be transferred to a computer, allowing the memory card to be used repeatedly. Images may be transferred by using: A USB lead directly from the camera to the computer. A card-reader. Many laptops have an inbuilt card reader. Alternatively an external card reader can be attached to the USB port on a computer. Bluetooth or infra-red transmission. Purchasing considerations for schools Purchasing an expensive, high specification digital camera is not recommended for school use. It is preferable to get a reasonably priced robust camera which will see lots of use inside and outside of the classroom and may be used by teachers and students without fear of damage. Please see the NCTE Advice Sheet ( on Digital Cameras for further information. 9

13 Creating ICT Resources using Digital Media module 2 Useful digital photography links Useful digital photography links Links Tutor Demo Digital Cameras Buying a Digital Camera Uses for a Digital Camera in an educational setting Using a Digital Camera in the Classroom Mobile Phones in Education (Slideshare) 8 Ways to Use Camera Phones in Education Run a search for information on digital cameras using keywords digital cameras on a search engine, YouTube and Teacher Tube. Search also for literacy/numeracy and digital cameras. Open and click Videos to watch how schools are using digital audio and photos in the classroom. Digital Software for storytelling PowerPoint Slideshows Photo Story 3 Slideshow videos > Downloads Animoto Slideshow videos Google Docs free online presentation & office software > Documents Digital Storytelling Digital Storytelling4 All Digital Storytelling in Classrooms Educational use of Digital Storytelling Digital Cameras and Maths Math applications with digital cameras Futureofmath website The Mathematics of Digital Photography Photography and Math 10

14 Creating ICT Resources using Digital Media Picasa Free Photo Editor Picasa is an image editing package that will help you organise and edit your photos. The Picasa software supports all major graphic formats and is free to download. Picasa is particularly useful for student projects and other resources using a digital camera. Links Tutor Demo Open and click Watch a video introduction To use Picasa organiser and editor you will download the software to your computer. Later we will look at sharing photos online with Picasa Web Albums. Downloading and Installing Picasa 1. Go to and click on the Download link shown: This link will direct you to the following screen. 11

15 Creating ICT Resources using Digital Media module 2 2. at this stage, if you are not prompted to save the file, the following security message will appear at the top of the screen - select Download file from the drop down menu. 3. When the File Download Security Warning window opens, select Save and you will be prompted to choose a location on your hard drive. 4. When the program has downloaded, click on Run to install the program. 5. this security warning may ask if you want to run this program. Click Run. Select Continue in the following security warning window. Follow through with installation procedure. 6. When complete, Picasa will give you an option to use its photo viewing facility. Click Finish to complete the installation. Picasa will open automatically. You will also find a shortcut on the desktop to open Picasa. 12

16 Creating ICT Resources using Digital Media Using Picasa We will now look at Picasa in more detail and do some short tasks to familiarise ourselves with some of the key aspects of the program which would be useful in the classroom. When you have downloaded and installed Picasa, you may want to: 1) Organise photos that are already on your computer. 2) Add any new photographs that you may have taken. Using pictures and photos with care Links Tutor Demo Using and publishing images of students in a slideshow or class wiki can be very motivating and encouraging for the students. You should consult your school s ICT Acceptable Use Policies which will inform you as to how digital and video images are to be captured and stored within the school, and on your computer. The AUP will also outline how images of students are to be published in a presentation for classroom use or published for the public on the school website as the Data Protection Act (2003 and 1988) might apply. See for more information. 13

17 Creating ICT Resources using Digital Media module 2 Adding photos from your computer Use Picasa to view photos already on your computer. 1. Open Picasa from the Desktop shortcut. Picasa works by scanning your computer to find folders that contain photos and displaying those photos. You use the Folder Manager function to control the folders that Picasa scans for photos. 2. Click on Tools Folder Manager 3. this will open up the Folder Manager dialogue box. 14

18 Creating ICT Resources using Digital Media 4. From this, you can choose which folders you would like Picasa to scan for photos. You can choose to scan once, scan always (i.e. automatically add new photos) or remove from Picasa (i.e. never look for photos in this folder). 5. Photos from the folders you have selected will be automatically displayed in Picasa. As display is automatic it is best to carefully select which folders you wish Picasa to scan. 6. You can also control the image file type that you wish Picasa to scan. Click Tools > Options (PC) or Picasa > Preferences (Mac) to control which file types are displayed. 7. if you delete a photograph from Picasa, it will be deleted from your computer. Note: Be careful when deleting photographs from Picasa. When you delete photos and folders in Picasa, they are deleted from your computer s hard drive as well. Deleted items are sent to the Recycle bin (Windows) or the Trash (Mac). Take control of folders and file types Links Tutor Demo When adding photos already on your computer you should take control of the folders that will be scanned by Picasa. Always carefully select the specific folders you wish Picasa to scan in Folder Manager. It is not advised that you let Picasa scan your whole computer as even image files not your own but stored in the Temp Folder from Internet browsing will appear. Additionally if you have images elsewhere of you in your new swimsuit or on a night out with friends they too will appear and perhaps be shown to students via the digital projector screen! If you select the Scan always from a particular folder (i.e. automatically add new photos placed in this folder) you would be wise to always only place photos that you wish your students to see in the folder. 15

19 Creating ICT Resources using Digital Media module 2 Adding new photos to Picasa Not all your photos will be on your computer. Picasa s Import function provides a very simple way to add new photos. You can import photos into Picasa from many sources, including your camera, mobile phone, memory cards, scanners, webcams, and more. Photos you import are saved on your computer and displayed automatically in Picasa. 1. Connect the camera (or memory card, CD/DVD, scanner, card reader etc.) to your computer. 2. Click on the Import button on Picasa 3. Select the source of your new photos i.e. camera on the Import from tab 4. select the place that you would like to have your photos saved to by using the Import to drop down menu. This is usually C:\ My Documents\My Pictures. The Folder Title option allows you to save your photos as a new folder by date taken, today s date or a custom folder name. Finally, the After Copying option allows you to delete or save photos from your source once they have been copied to Picasa. 16

20 Creating ICT Resources using Digital Media Copyright and photos Links Tutor Demo If importing photos which are not your own, (perhaps brought in by students or from the Internet), to comply with Copyright Law you and your students must always assume a photo or picture is copyrighted and the property of another. You should seek permission for use. Even when copyright is cleared for educational non commercial use you should always cite or acknowledge the copyright holder. You can do so by inserting the copyright details as a caption under the photo itself. See for more information. Editing using Picasa We are now ready to explore some of the basic image editing features of Picasa. 1. Click on any of the folders that you have created in Picasa. The photos contained in this folder will be displayed in the right hand side of the screen. 17

21 Creating ICT Resources using Digital Media module 2 2. Double click on the photo that you would like to edit. This will open Picasa s editing features. These are divided into three categories Basic Fixes, Tuning & Effects. The Basic Fixes tab allows the user to make simple fixes to your photos. Among the most useful tools for the classroom are red eye removal, cropping, retouching and adding text. The Tuning tab allows the user to fix colours and brighten or darken photos. The Effects tab offers twelve effects to alter your photos including making the photo sepia toned, black and white or sharpening the image. Basic Editing We will now complete a series of basic image editing skills. Crop 1. Crop is used to cut out parts of a photo that you don t want to use or to better frame a photo. 2. Click on the Crop button 18

22 Creating ICT Resources using Digital Media 3. You can select a preset size to crop i.e. A4 Full Page or you can use the Manual option to select a specific section of the photo. The section you are cropping will be highlighted in a white broken rectangle. You can then select to Preview the changes, Apply to accept them, or Cancel to reject them. 19

23 Creating ICT Resources using Digital Media module 2 Adding text 1. Select the Text button 2. This will allow you to add text to any part of your photo by typing. 3. You can alter the size, font, colour and angle of the text. Rotate and flip 1. Double click on the photo that you want to rotate. 2. Click on the Rotate Left or Rotate Clockwise icon in the bottom panel on the screen. Please take some time to explore the other basic editing functions in Picasa. Picasa Help Google has a comprehensive Picasa Help section. In Google Search enter Picasa Help and bookmark the Picasa and the Picasa Web Albums Help sections. 20

24 Creating ICT Resources using Digital Media Saving edits Picasa is designed to protect the original photos while you are carrying out edits. This is done by creating a copy of the picture with the edits applied. In order to retain these edits, you must save the file using the Save to Disk. Picasa creates a copy of your photo with all edits applied and moves the original to a back up folder called.picasaoriginals. This automatic backup lets you undo or revert your saves. Two Things to Note Links Tutor Demo The Picasa software provides a simple way to view, edit, and organize the photos on your computer. There are two things you should remember: Picasa does not store the photos on your computer. When you open Picasa, it simply looks at the folders on your computer and displays the photos it finds. You should carefully select the folders that you wish Picasa to search and display. Your original photos are always preserved. When using editing tools in Picasa, your original files are never touched. The photo edits you make are only viewable in Picasa until you decide to save your changes. Even then, Picasa creates a new version of the photo with your edits applied, leaving the original file totally preserved. 21

25 Creating ICT Resources using Digital Media module 2 Additional Functions Picasa has a range of additional functions which may be very useful for the teacher. Slideshow You can make a slideshow from any folder or album in Picasa by clicking Slideshow button. on the Play Use the controls at the bottom of the slideshow to change your slide transition, adjust slide duration, include captions, rotate and magnify images. You can also set your slideshow to play continuously by Click Tools > Options. On the Slideshow tab, select Loop slideshow. Set your slideshow to music by adding supported audio file types. You can exit the slideshow by clicking the Exit button at the bottom of the slideshow, or by pressing the Esc key. Adding music To add music to your slideshow, click Tools > Options and select the Slideshow Tab. Check the Play Music during Slideshow option and use the Browse folder option to select the music to play. Copyright and Music Links Tutor Demo Remember that to comply with the school s AUP and International Copyright Law one may not use the digital music of another person which is copyrighted without seeking the artist s permission for use. Using Copyright Free music or creating your own music tracks are other options to consider. In Area S of the ICT Framework you will find the Learning Opportunities in regard to Copyright for the students you teach. See also: Copyright for Kids Free sound effects Copyright free music 22

26 Creating ICT Resources using Digital Media Collage 1. select the photos you d like to include in your collage. 2. Click the Collage button in the Photo Tray. 3. on the collage creation page, use the Settings and Clips tabs to control the appearance and content of your collage. 4. You can choose from six different styles of collage using the top drop-down menu on the Settings tab. 5. You can use various options on the Settings tab to alter the appearance of your collage. These options vary depending on the type of collage you choose. Add more images During the collage creation process, you can add more photos at any time. 1. Click the Clips tab on the left side of the collage creation page. 2. Select the photos you d like to add, and click the (+) button to insert them in the collage. 3. if you want to add photos from a different folder, click the Get More button to find additional photos in your Library. 4. to remove a photo from the collage, select the photo in question and click the Remove button above the collage. When you re satisfied with your work, click Create Collage. Once you ve created your collage, you can share it by ing, uploading to Picasa Web Albums, uploading to YouTube or printing it in high-resolution. 23

27 Creating ICT Resources using Digital Media module 2 Downloading and Editing Images Links Tutor Demo Create a Media Folder with some suitable sub-folders for photos e.g. Camera, Mobile, Internet on your computer. Download and save some images into your folders from your camera, mobile phone or from Open the images you saved using Picasa. Edit the images using the Basic Fixes, Tuning and Effects Make a collage of the images by going to Create on the menu and select Collage Take a photograph of a local scene and age it by editing out the modern features and applying some Effects. Compare the photographs. Search on for photos of local places. Take a photograph of the same place with your camera then make a collage or slideshow called Then & Now. Maths, Science, Technology teachers could create a collage appropriate to their subject e.g. angles in architecture, using images of buildings to introduce angles to a class-group. Having completed the activities above discuss how using digital photos can act as a support to literacy development in any subject in the classroom. 24

28 Creating ICT Resources using Digital Media Share your Photos With Picasa you can share your photos with the world on the Internet. Please read the Internet Safety below before you: Upload from the Picasa software use the Upload button to upload all selected photos to Picasa Web Albums. Or you can use the Share button to upload an entire folder or album and send invitations to your friends and family. Upload on Picasa Web Albums Click the Upload button at to upload photos from your hard drive to the web. Send by Click the button in Picasa to quickly send all selected photos to friends and family, using the provider of your choice. Keep in mind that doesn t accommodate a large number of photos. If you want to share a lot of photos, consider uploading them to Picasa Web Albums, where you can take advantage of the free one GB of storage that s available. Links Tutor Demo Discussion Now that you are familiar with the functions of a basic photo-editing tool, discuss how you could use digital photography in your classroom to support literacy and numeracy development. Share your ideas with other teachers on this course. Using digital photography can be extremely motivational for students, in particular students with special educational needs. With a particular student with special educational needs in mind, discuss how digital photography could be used to support their learning. 25

29 Creating ICT Resources using Digital Media module 2 Internet Safety Issues Links Tutor Demo While Picasa software and Picasa Web Albums make it easy to share photos on the Internet you should consider a number of Internet Safety issues before uploading: Are you complying with your school s Acceptable Use Policy in regard to the publishing of photographs on the Internet? Have you the permission of each parent to publish the photograph of their child on the Internet? Do your photos comply with Copyright Law? Have you used the text function in Picasa to tag and so identify a student online? Do your photos comply with Data Protection Law? Have you carefully selected the photos you wish to share or have you shared all photos on you hard drive? Have you added other contributors (perhaps your students) and allowed them add photos to your albums? Can contributors add captions to, edit, rotate, or even delete the photos that they ve uploaded to your album? Do you know you are responsible for all content uploaded to your account? If photos in your account are found to violate Google Picasa Policies as the album owner you will face the consequences. To avoid embarrassment or worse still a legal suit, a teacher would do well to consult the school s AUP and consider each of the questions above before sharing photos of students on the Internet. Students Shared Photos If students share their photos with you for a school project you will need to discuss with them how photos must be appropriate, copyright free and must not be private family photos. This would be an ideal opportunity to discuss responsible use with them and to help them create class rules for sharing digital images/video/podcasts anywhere online that are consistent with the school s AUP on Internet use. 26

30 Creating ICT Resources using Digital Media Links Tutor Demo Virus checking Your school s AUP will detail the virus protection software used to protect the teaching computers, the school s ICT equipment and network. You should virus check all media you bring in to school on your USB memory sticks and regularly run anti virus check on the teaching computer. You should also show your students how to virus check all files they download to the school s network or files they intend to send as attachments. You may find that some students will have created their own Picasa account and may wish to share photos with you for a class project or assignment. A Google Picasa Terms of Service condition is as follows: You may not use the Picasa Web Albums API and may not accept the Terms if you are not of legal age to form a binding contract with Google. In Ireland one cannot enter a legally binding contract until one is aged 18. To help create Responsible Use Rules on Photo Sharing you can ask them to discuss: What are the advantages of sharing photos online? What are the potential dangers in sharing photos online? How can you safeguard yourself, your family and friends from potential online photo sharing dangers? Discuss photo tagging and how that might contrive the right to privacy of those tagged in their photos. Of course, no photos should contain nudity, pornography or the promotion of hate, violence, or illegal content. Links Sharing your Picasa Web Albums at an Unlisted URL address Tutor Demo If you are satisfied that you are complying with your school s AUP in regard to sharing and publishing photos online you can opt for the added safety measure and select Share with an Unlisted URL address. This will mean your photos are not public and will not be searchable in Google. Picasa will add an authorisation key to the end of the URL; the key will be a combination of letters and numbers that make the address difficult to guess. Only those people (e.g. your students, their parents) you explicitly share the URL with will be able to view your photos. An Unlisted Photo Gallery With an unlisted URL address you select people to receive the URL. Only visitors, with whom you ve shared the link and the exact web address, will be able to see these photos as the link includes a unique authorisation key in the URL. Your visitors will see all of your public albums, all albums set to a visibility of Limited, anyone with the link, as well as any albums that you ve explicitly shared with them. 27

31 Creating ICT Resources using Digital Media module 2 Image Sources and Image Editors The Internet is full of images but not all are suitable or appropriate for use by children. Most images online will be copyright protected. Below are some sites with images for educational use. Using copyright cleared images, once credited and acknowledged will help you and your students comply with Copyright Law. Sites for Images Links Tutor Demo Imagebank (Copyright free for educational use) Scoilnet > Britannica on Scoilnet Free Graphics Cool Archive The National Library Archives Wiki Commons E2bn Image Gallery Europeana I am an Artist (See teacher section) Other Free Image Editors Gimp: Irfanview: Aviary: FotoFlexer: Pixenate: gallery.nen.gov.uk/gallery-e2bn.html

32 Creating ICT Resources using Digital Media Assessment and digital photography Literacy Digital cameras can be used in the classroom in many and varied ways. They can also be used to assess oral, reading and writing competencies in the curriculum. Open ict-framework/acts and click Digital Storytelling. The NCCA sample activity is planned for Fifth and Sixth class students but could be adapted for older classes and especially Modern Language class. The teacher pays particular attention to the drafts of the students stories as they develop their work. More examples Discuss a photo where was it taken/what does it mean? Edit a photo ask students to describe what has changed. Use digital photography to assist description of news e.g. Pollution, The Arab Spring, Bond Markets Allow students to reconstruct key points of story using a digital camera. Take a photo and write a description where it was taken, significance of photo etc. Use pictures to illustrate different points of view e.g. Corrib Gas good or bad idea? Use sequence of digital photos and ask students to construct a story they tell. Use digital photos as springboard to storytelling. Interview skills using digital camera/video camera. Numeracy Maths, Science and Technology teachers can use digital cameras with students to create materials to enhance student understanding. The digital camera will help in the use of real world examples in photos taken by the students themselves. Students take a photograph of the students in each class who walk, bus, cycle or are driven to school. They count the number of students in each photograph and draw bar-charts appropriate to each group. Photos and charts can be displayed in different sequences, most popular method of travel, least popular, most boys, least girls, percentages etc. Students are given a project to take a photograph of a space inside the school and to calculate its perimeter and area from a rectangular classroom to a small cylinder of paint. 29

33 Creating ICT Resources using Digital Media module 2 Recording and Using Sound for learning and teaching A digital recording can be created in the classroom very quickly. Teachers can use audio files to support individual work in class, class group work and homework activities. Any subject or topic will benefit from audio and its multimedia interactivity. Digital recordings are being used by teachers in two ways. They are used as: - Classroom digital recordings. - Podcasts for publishing online to the school website or VLE. While the word podcast comes from ipod + broadcast teachers do not always publish or broadcast their students podcasts on the Internet. Students digital recordings can be used for learning in the classroom and remain offline, but publishing them online will aid and support students learning and extend students learning at home and on the move. Students have already embraced the podcasting habit and you ll find them willing to share their skills with you. The students can play the podcasts from the school website or class blog or can download them to a portable device such as an ipod or MP3 player. Podcasts can then be listened to at a time that is convenient to the students. Replaying a podcast will enable a student to understand difficult concepts or topics. Podcasting in school Links Tutor Demo Digital audio will support students learning. See examples of how creating and publishing podcasts benefits teaching and learning: Portmarnock Community School students podcast English literature and language podcasts The enhanced podcast of The Legend of Oisín by 2nd class Culleens National School Recording Sound There are a number of ways to record sound. These include using desktop applications such as presentation software and adding narration and music tracks e.g. Microsoft PowerPoint or Photo Story 3. You can also use some of the free Web 2.0 tools to create online podcasts or slideshow videos with added audio e.g. Voicethread, Animoto, Voki. 30

34 Creating ICT Resources using Digital Media Most PCs or laptops have their own basic Sound Recorder built-in as part of the software and you will only need a USB microphone to begin to record short sound files. Many mobile phones, most smart phones and the ipod and ipad also have sound recording functionality. Consider also using plug and play MP3 microphones, which come with a USB connection for instant playback on your laptop. These are increasingly popular among teachers and facilitate the recording AND playback of audio content within a lesson, facilitating peer or self assessment. Links Tutor Demo Using a designated sound recording application will give you not only good sound recordings but will allow you to edit files and add music tracks to create podcasts. Podcasting has become a very simple process with the availability of the powerful and free open source recording tool called Audacity. NCTE s course Web 2.0 for Learning shows how to create podcasts using the free software Audacity. For more information log on to Ideas for using sound recording in the classroom Students can present oral presentations of reports, assignments and revision topics. Students can practice language skills and prepare for oral exams. Students with accessibility needs related to writing or typing enjoy podcasting. Students can download teachers podcasts at home or listen to the available podcasts of their peers. Creating and sharing podcasts will help students learn about their responsibilities in regard to copyright, creative commons and acknowledging sources. Take a moment to look at and bookmark these podcasting guides: Podcasting in Schools NCTE Podcasting Advice Sheet Using Audio Recording with Students with Special Educational Needs Podcasting or creating classroom digital audio resources will provide a varied teaching approach but will especially support students with special educational needs. Podcasting helps students to create and present their ideas while working and communicating with other students. Benefits for students: Allows students to hear their own voice, increasing motivation and confidence to express themselves effectively and appropriately. Provides an effective means of communication to students with writing difficulties. Encourages students to communicate their ideas, encouraging them to verbally explain their thinking and understanding of concepts. 31

35 Creating ICT Resources using Digital Media module 2 Helps with understanding of information, tone and intonation working through a podcast at their own pace. Provides an alternative method of assessment for reluctant writers. If published on a class blog or wiki, the student s podcasts and work can be showcased at home and enjoyed by parents. Providing a real audience of peers or parents improves motivation and performance. Using a PC sound Recorder Sound can be recorded directly onto the computer using the PC s sound recorder. While many laptops have an inbuilt microphone a USB microphone will be give you greater control over sound management on both a PC or laptop. To record a sound file on a PC: Plug in your USB microphone. Open up the Sound Recorder by clicking: Start > Programs > Accessories > Multimedia or Entertainment > Sound Recorder. When you are ready to record a sound file, click the red record button on the Sound Recorder. Speak slowly and clearly into the microphone. Keep it about two inches from your mouth. When you are finished, click the Stop button which is to the left of the Record button. You must now give the File a name so click File > Save As. The My Documents folder will open. Create a new folder to store your recordings. Type a name for your file in the File Name box and click OK. Before you record your next sound on the Sound Recorder, click File > New otherwise the next recording will be put at the end of your previous recording. Podcasts to support the curriculum Links Tutor Demo French.ie German.ie Discover Sensors Student scientists show and tell us how their science knowledge: SLSS Gaeilge Leaving Cert Exam preparation Oral Irish Practice Gaeilge online Newstalk Leaving Cert History leaving-certificate-podcast-special 32

36 Creating ICT Resources using Digital Media See more examples of podcasting students and teachers on Scoilnet s Podcasting in Schools www. scoilnet.ie/hp_podcasting.shtm Links Tutor Demo Discussion Consider the use of audio recording to support literacy and numeracy in particular. Identify how you could use audio recording to support literacy or numeracy in your classroom. Share any ideas and examples you might have with other teachers on this course. Discuss the benefits of audio recording as a tool to support students with special educational needs. Copyright Best Practice When using music, audio, images or text of others it is always wise to check their individual licensing notices before publishing them on the school website or broadcasting them. When using music from the Internet you must make it clear to students that unless the music is their own creation it will be the property of others and subject to copyright law. Students need to understand the issues of plagiarism and copyright, particularly in relation to copying schoolwork or downloading music and photos. If they seek and are given permission to use a track by the copyright holder students can credit and acknowledge the copyright holder in the opening or closing credits. DIGITAL MEDIA AND ASSESSMENT FOR LEARNING Assessment is an essential element of the teaching and learning process. When teaching and learning with ICT you can enhance learning and develop students critical thinking when you provide opportunities for them to peer review one another s work and to critically evaluate their own digital work. The reflection process is important as a higher order learning skill and will guide students in improving their work. Peer assessment and self assessment are ideal learning tools that can be used with all digital media software and other multi-media digital tools. Students can reflect on and assess their own learning having created and delivered their presentations with the help of a rubric created by the teacher. Links Tutor Demo Discussion Consider how you might use audio recording in your classroom for assessment purposes. Please consider both Assessment for Learning and Assessment of Learning. Share any ideas you have with the other teachers on this course. 33

37 Creating ICT Resources using Digital Media module 2 Self Assessment rubrics for student podcasts Links Tutor Demo Open and view a sample peer assessment rubric. Primary teachers Shorten and simplify the wording of the assessment/evaluation rubric for younger students. Post-primary teachers Create an assessment rubric by adapting this assessment/evaluation rubric, to use in grading your students digital media work. 34

38 Creating ICT Resources using Digital Media Links Tutor Demo Digital Storytelling All about Digital Stories Storytelling Storytelling Tools Educational Use Images Copyright friendly images National Library Digital Photos Images & Sound Wiki Commons Music, Audio and Sound Free sound effects Copyright free music Royalty free music and sound effects page/ /frontpage page/ /digitalstorytelling >Britannica Online Acceptable and Responsible Use Each school should develop its own AUP guidelines for the protection of both pupils and staff in relation to digital media and student safety. These links will give a starting point Copyright Copyright & Digital Storytelling Video explaining copyright using Disney clips. Fun copyright interactive Copyright for Kids Citing Sources Simple layouts from 6 years onwards Avoid Plagiarism Creative Commons Fair Use Guidelines for Teachers Resources & Examples YouTube Teacher Tube Slideshare etwinning Curriculum and Assessment NCCA ICT Framework and Key Skills Framework