Presentation on theme: "Peripheral Devices. Digital cameras and Visual recording tools."— Presentation transcript:
Peripheral Devices. Digital cameras and Visual recording tools.
What are peripheral devices? According to Wikipedia, peripheral devices are a device attached to a host computer, but not part of it, and is more or less dependent on the host. It expands the host's capabilities, but does not form part of the core computer architecture. Webopedia describes peripherals as a computer device, that is not part of the essential computer, i.e., the memory and microprocessor. Peripheral devises can be connected to the computer externally or internally; and are classified according to their functions. Input: Input devices are the type of the computer devices that are used to provide the control signals to the computer. Output: Output devices are the devices that are used to display the results. Storage: A storage device is a device that is used to store the information.
The following you tube link features a short video clip with a selection of peripheral devices that can be used to help aid different learning processes with children. While watching this clip see how many different peripherals you can find.
Common input devices include: Some common output devices include: There are also devices that function as both input and output devices, such as: keyboard mouse joystick pen tablet MIDI keyboard scanner digital camera video camera microphone webcams monitor projector TV screen printer plotter speakers external hard drives media card readers digital camcorders digital mixers A list of some peripheral devices While these are some of the more common peripherals, there are many other kinds as well. Just remember that any external device that provides input to the computer or receives output from the computer is considered a peripheral.
Position and reasoning Almost every child in this current digital age has had some form of contact with peripheral devices. The majority of children will have been captured on a digital camera/ visual recording tool or will have seen something created via these devices (photos, movies, etc…) The current focus of ICTs in education call for the curriculum and pedagogy to use ICT as an integral tool in the learning process. According to Price (as cited in Andrews, 2009) technology is now such an important part of childrens everyday lives that a learning environment without them would be completely out of touch with childrens realities. Technologies like the digital camera can be used assist in the provision of meaningful learning environments that are connected to childrens daily lives (Ching, Wang, Shih, Kedem, 2006).
Appropriate contexts for use Educators must exercise their judgement about what, when and how to use these devices. These devices must be used to enhance the capacity of the setting, thus providing high quality experiences. Most importantly use of these devices is appropriate if it is relevant to the learning process and the childrens learning styles involved at any given time.
Pedagogical approaches It is critical to provide scaffolding while using the devices as it provides opportunities for students to reflect on their work, their social and cognitive activities in the classroom, their social networks, and assistance for students in their questioning and reflecting processes (Plowman & Stephen, 2005 as cited in OHara, 2008), (McKenzie, 2004). Involving students in planning of learning is also important as this leads to ownership and interest in learning resulting in more effective learning (Queensland Studies Authority, 2006).
Sites for teaching ideas and inspiration: Using digital cameras in the classroom uses for a digital camera Teacher to teacher am/teacher/home.html Using a digital camera in the classroom meraUses.htm
Classroom/ student organisation Learning with these devices is no longer bound by the physical location of computer corners as these devices are highly compact and portable. Classrooms can have a variety of spaces that provide for large and small group and independent work; both inside and outside the classroom. Most importantly these classrooms need to be flexible in nature in order to meet the needs of the students and their individual learning styles.
Legal/ ethical considerations Privacy is an important issue to keep in mind when taking footage of children. Some students do not have permission to be photographed and others may be permitted under certain guidelines as to what the images will be used for. It is best for teachers to be aware of the school's policies and check with your principal before taking and publishing any students picture. Oz – teachernet, (2010), recommend that it is best to seek permission in writing, (informed consent); as it is not appropriate to capture an image of someone without their knowing how, why and where you are intending to use their image.
Curriculum area focus. The Queensland studies authorities (2007) calls for ICTs can be integrated in a variety of ways within and across all key learning areas of the curriculum to support thinking, learning, collaboration and communication. Curriculum planners need to make smart choices about technologies that blend naturally and comfortably into all other content areas (McKenzie, 2004). Applying ICTs as a tool for learning assists students to become competent, discriminating, creative and productive users of ICTs.
Please feel free to send me some feed back about my presentation regarding what you found effective and relevant and what I could have done differently to make this presentation more effective and or relevant to your needs.
Reference list: Andrews, C. (2009). The benefits of introducing young children to ICT. Retrieved December 1, 2010, from Ching, C., Wang, C., Shih, M., & Kedem, Y. (2006). Digital Photography and Journals in a Kindergarten– First-Grade Classroom: Toward Meaningful Technology Integration in Early Childhood Education. Early education and development, 17(3), 347–371. Retrieved December1, 2010, from 411-d2d4-44b7-a1c8-614f21c684e5%40sessionmgr d2d4-44b7-a1c8-614f21c684e5%40sessionmgr115 McKenzie, J. (2004). Stuffing Technology into the Curriculum. The educational technology journal, 13, (8). Retrieved December1, 2010, from OHara, M. (2008). Young children, learning and ICT: a case study in the UK maintained sector. Pedagogy and Education, 17, (1), 29–40. Retrieved December 1, 2010, from d2d4-44b7-a1c8-614f21c684e5%40sessionmgr d2d4-44b7-a1c8-614f21c684e5%40sessionmgr115 Oz-Teachernet. (2010) Q150: A Children's Gallery. Retrieved December1, 2010, from Queensland Studies Authority. (2006). Early years curriculum guidelines. Retrieved December 1, 2010, from Queensland Studies Authority. (2007). Queensland curriculum, Assessment and reporting framework. Retrieved December 1, 2010, from
Finally I would like to leave you with one last you tube link to view at your own leisure it is a clip featuring some great ways that students learning can be best assisted through the use of a variety of ICTs and peripherals.