Technology In The English Classroom--Composing A Visual Essay: An Inquiry-Based Learning Project
_ The Assignment: Students were instructed to compose a visual essay that
communicates a cause and effect relationship through a series of digital
images. They were provided computer lab time to work on the project and were
free to compose their essay using any digital format they wished. Students were
able to use their own images or video, or they were allowed to download
appropriate images from sites, such as flickr or google images. If students chose
to use their own photos or videos, they had to use their own equipment. Assessment
of the project was based on aesthetics (design and layout of images and text)
and conceptualization (appropriate images, logical sequence of images, and
video and audio that tell a story).
Desired Learning Outcomes: Students will be able to express their ideas through visual rhetoric, to analyze and synthesize ideas and information, to communicate a cause and effect relationship through a series of digital images (moving or still), and to build on existing digital literacy skills. The cause and effect visual essay is based on the schema theory of learning. Since students were already relatively comfortable using technology in their daily lives, they were able to use their prior knowledge to complete the visual essay. Students’ ability to use technology, such as video and user-generated content sharing, served as the foundation for this lesson. Students could take the technology they were already familiar with, for example, YouTube, Moviemaker, Glogster, or PowerPoint, and use it to compose a visual essay.
Rationale: The lesson embraces Koehler and Mishra’s (2008)TPACK model in that it integrates pedagogy, content, and technology. Additionally, the lesson draws on several NCSCOS learning objectives, most notably English I, objective 2.04, which requires students to form and refine a question for investigation using a topic of personal choice, and answer that question by deciding upon and using appropriate methods and interactive technology or media. It also calls for students to demonstrate competency in prioritizing and organizing information and incorporating effective media and technology to inform or explain to a specified audience (ncpublicschools.org, 2004).
Desired Learning Outcomes: Students will be able to express their ideas through visual rhetoric, to analyze and synthesize ideas and information, to communicate a cause and effect relationship through a series of digital images (moving or still), and to build on existing digital literacy skills. The cause and effect visual essay is based on the schema theory of learning. Since students were already relatively comfortable using technology in their daily lives, they were able to use their prior knowledge to complete the visual essay. Students’ ability to use technology, such as video and user-generated content sharing, served as the foundation for this lesson. Students could take the technology they were already familiar with, for example, YouTube, Moviemaker, Glogster, or PowerPoint, and use it to compose a visual essay.
Rationale: The lesson embraces Koehler and Mishra’s (2008)TPACK model in that it integrates pedagogy, content, and technology. Additionally, the lesson draws on several NCSCOS learning objectives, most notably English I, objective 2.04, which requires students to form and refine a question for investigation using a topic of personal choice, and answer that question by deciding upon and using appropriate methods and interactive technology or media. It also calls for students to demonstrate competency in prioritizing and organizing information and incorporating effective media and technology to inform or explain to a specified audience (ncpublicschools.org, 2004).