Conclusions

=//Conclusions and New Directions//=

Current Practices and Research
After examining my current practices (and experiments) in sharing visual images in my classrooms, I have better understood how and why I use images, and what is most important to me. I use images most often in classroom instruction, but also on display with student work. I have learned that in the classroom, a single small visual image is ineffective. In order for the visual image to be an effective teaching tool, it has to be easy for all to see simultaneously. In this case, "easy for all to see" either means a singe large image or multiple small copies (like postcards). Quality is another issue with presenting visual images. Low quality images degrade perception and interest. Having the same resources available in each of the three school buildings in which I work each week is important for consistency of instruction that I can provide to the 700 students I see every week. Usually, that means I have to bring whatever I'm using with me. Portability in terms of size and weight is clearly an issue here. It helps the students to have some printed information about the image along with verbal information. They understand and retain information about the image better when it is presented in multiple formats. Displaying contextual information about the students' works when on display helps community and school members interpret the works and reinforces the students' learning.

In classroom instruction, it is most important to me that images be easy for all to see, of high quality and able to be presented with text. Portability of the images is also of high priority since I work in three different buildings each week. Being able to create contextual information to display with student work in each of the three buildings is also important.

From conversations with other teachers, both in person and virtual, I have learned that teachers use many different ways of presenting visual images. Many use physical reproductions, like posters and postcards. Some teachers use a cable to connect their computers to televisions. Others use digital projectors either with computers or portable storage devices like flash drives or iPods. Yet others have a combination of digital projectors with smartboards. Some teachers use document projectors. Most teachers also said they use a combination of methods, such as digital and physical, or more than one digital method.

Using digital images is a method I have not pursued due to lack of access to technology. I believe that using digital images could truly enhance my instruction by greatly expanding the range of images available for my classroom use at a comparatively low cost, providing consistency in each of the three schools and making images easy for my students to see. A digital projector would open up many more possibilities than using just static images. From videos about life in other cultures, interviews with artists, and examples of mass media, a computer connection affords a new dimension to available multimedia resources. It also provides an opportunity to model use of technology, including copyright and fair use, responsible searching and spell checking.

Wish List
After reviewing some of the digital presentation methods I have read about, I decided to pursue the one I could most readily achieve with the resources available to me: connecting my computer to a television. First, two issues needed to be resolved. One was that I didn't have a television. Thanks to my building principal (in one building), I now have a television in one art room. The second issue was the cable connecting the two. I am still working on that one. Even so, this is an acceptable solution only for one building, since I still do not have a television (or reliable access to one) at the other two buildings.

A better solution would be to have a portable digital projector. This way, I could consistently present in all three buildings. Projected images are potentially larger, of better quality and more accessible than the television screen. The projector also could work from portable storage devices if necessary, avoiding reliance on computers in the three classrooms (which are not the same, ie, Windows 98, or XP). Ideally, a portable interactive device such as a [|Mimio] could be used with the digital projector.

Some features to consider when choosing a digital projector for a classroom include Lumens, weight, lamp life and replacement cost, and ease of use. See a collection of tips here: http://projector.lifetips.com/cat/59699/classroom-projectors/. Portability is also a huge issue for me personally since I travel between three schools each week and plan to use this tool on a daily basis.

My Plan
I plan to write a Mini-Grant for a portable digital projector through the Arts Educator 2.0 project. Use of new technologies will be evaluated by myself, my mentor and my students in the upcoming months.

I plan to research other grant opportunities to acquire a digital interactive tool such as the Mimio to use in conjunction with my digital projector.