A Picture is worth...

So, what is it worth? A picture, that is? Descriptive interpretation of complex images requires higher levels of cognition than just "watching" something. With the enormous amounts of imagry now available in digital format, we must find good methods to utilize them to teach higher thinking skills. An image like the one at the left could easily be used to start a student discussion about a variety of topics including...patterns in nature, mathematical equations of curves or fractals, mineral formations, rates of crystallization, or even artist interpretations.

The method in which images can be used is important, for they can help us to make important connections between concepts. Through comparison with other images, students can sharpen their observation and descriptive skills. For example, students could compare the image above with the following one:

Then, with a set of criteria, students could explore how similar processes govern both rock formation and clouds on planets such as Jupiter. Through asking students to make such connections through imagry, the concepts can take on a much more real meaning. In this case, it is especially relevant--for even though agate slices may be present in the class, students will not be able to venture to Jupiter, so high quality images can be used to substitute for the "real mccoy". This is an important consideration with any activity involving imagry--to insure that the use of imagry is of paramount importance for developing the concept.

Similarly, students must be able to make inferences from the images, so they must be rich and complex enough to allow students to form deep understandings of the nuances of each image. Consider the following image:

What types of questions should be asked of students to insure that they will explore the image fully? Open ended questions are more useful, however, there must also be an overall goal in the questions developed.

In this image, one could ask: What does this image show? Do you think it contains a fossil? What evidence might you give for this? What additional information might be helpful in deciding whether your initial hypothesis is correct? To follow up, one could provide an additional image:

Now, does this image provide any additional information? If so, then how? Is it "real" data? How do you know? How could it be considered "false"?

Again, this type of questioning MUST accompany digital imagry for it to be most effective in teaching. Just showing the images is not enough, they must be used to elicit greater and deeper understandings of all of our students. The meta-cognitive component is also essential...is it real?

What types of visual cues in the image might be used to make inferences about the "reality" of such an image? What types of scientific principles could be used to support your inferences?

Again, we must give students something that will engage their minds and utilize the image to maximize learning.

Finally, digital images can be used to teach in ways that are only possible with today's high tech cameras... what is this? Why does it do this? Can you describe what happened before this? Can you describe what will happen after? What processes are at work?..

This type of "stop motion" image or others like it can be very useful in teaching...they are a single snapshot of a complex and ongoing process. Through examining one aspect in great detail and inferring how it fits within the whole process, one can gain even greater knowledge about the manner in which that process works...

Digital images can be used in many ways to teach lessons. I've only scratched the surface here, but you too can join this revolution. Get out your camera, snap a few shots, but remember to truly make your pictures worth a thousand words, you must frame them within the context of deep questions. Say "cheese"...Kodachrome...gives us the nice colors...now, lets' think about them....

Podcasting for auditory meaning

Have you ever herard:


"Can you hear me now?"...a popular commercial inquiry regarding both radio and auditory signals providing the opportunity to elaborate all that's "fit to broadcast" out to the wide world on every square centimeter of planet Earth (albeit by cell phone)...yet what types of auditory content do we really need-- and is an endless "calibration check" the most interesting expected outcome of these sorts of auditory technologies?


The use of podcasts in education, although a fairly recent addition to the educator's toolkit, however, may hold some important cards in the education hand dealt out to students today. The podcast is essentially a miniature stored audio program that can be accessed easily at any time and replayed as often as one would like. So, what can an educator do with this?

Announcements, assignments, audio communications, and other types of teacher to student interactions could be "podcast" out to students. In turn, students could do the same and provide assignments, responses, interactions, and other types of audio feedback via podcasts. Discussions from class or important short "reports" of various types that will be beneficial to other students would seem to be especially relevant uses of podcasts in this context.

In addition, some uses of podcasts could extend to science in areas such as exchanges of audio information. Examples could be insect or other animal sounds, beating hearts of various types of mammals, sound experiments with musical instruments or household items, and unusual phenomena that produce noise. Noise pollution itself could be monitored and podcast on a frequent basis from spots around various metropolitan areas.

Student stories or short "radio" type plays could be created as assignments along with student audio "commercials" that utilize student audio creativity in their design and creation. Students with vocal or instrumental music talent could create podcasts of their latest song ideas or vocalization practices for music teachers and others to provide feedback.

Interviews of various experts in fields could be podcast much as they are on radio stations. These could be conducted by students and then shared with other interested students and a wider public.

In short, a podcast is another way to share audio (and some video) information across the digitally connected world of today. So, now, if a tree falls in the forest and nobody is there to hear it...just download its podcast and all of your philosophical problems are solved...well, maybe not that easy, but it does offer some very interesting options for shared audio files.

My only concern is that someday I will discover a podcast that someone has made of me snoring...hopefully not during my class, however. I wonder if someone has made a podcast of Dolphins "talking"? Manatees or whales "singing"? Leaves rustling? A stream burbling? Bees buzzing? Birds chirping? Ships creaking (or stairs)? The sound cars make when traveling over a bridge? A tornado? A hard rock song played backwards? Hmmmm....perhaps one of these hides secret clues to the meaning of life. A light bulb turning on...Gotta go...I have some podcasting to do--no telling what I might "catch" with my latest "cast".

Smiles.