Visual Technologies Created by Michelle Landley In partial fulfillment of EDUC 8841

Need UUUUntapped resources that needs to be utilized EEEEnhances collaboration and interactive group work. FFFFacilitate the sharing of information and work. PPPPromotes Peer to Peer learning. Enable large representation of 3D and 2D objects

Research The visual presenter is produced by :  Wolfvision  Epson  Promethean  Elmo  Lumens  Reedy, G, (2008)  Designed by educators for education.

Producers JapanAustria

Development  Intended audience are teachers and students in K-12.  Higher Education, such as medical students.

Commercialization  Prometheanworld.com  Logical Choice Technologies  Dell  National Business Partners, Inc.  Personal Computer Systems  United Data Technologies  Engaged Learning Solution, Inc.

Timeline The Innovation-Decision Process

Knowledge Stage  Stimulates interest  Provides small group and whole group interaction  Facilitates collaboration and sharing of work.  Fosters “real life” experiences

Persuasion Stage What are some ways a visual presenter can be used in a Classroom?  show a picture or chart from a textbook  share examples of student writing  show artifacts such as buttons, fossils, seashells, plants  show live science experiments  capture pictures from a textbook that can then be imported into PowerPoint.

Decision Stage  How are visual Presenters Making a difference?  Share successful stories of its implementation.  In this video clip below a teacher was ask to utilize the visual presenter for a day, instead of traditional equipment.

Implementation Stage Teachers will be given professional development in using the visual Presenter. Best practices and its usage will be shared during team meetings, using video clips of the teachers who are implementing it in their classrooms. High –fives will be announced each week

Confirmation Stage How can we measure its effectiveness?  Students and teachers will integrate it in their lessons.  Pre and Post Benchmark tests will be executed to determine growth.  Teachers and students will be surveyed on its usage and effectiveness, using questionnaires.  Questionnaires will be given three times per year. Beginning middle and end.

S-Curve

History of the Visual Presenter  The 1 st Visual Presenter was invented by Josef Wolf.  1990 – The 1 st Visual Presenter was showcased at a conference in Photokina, Cologne.  1994 – Production of the first series.  k Visualizer were sold in the U.K.  2009 – 17k Projected sales.

Innovators Principal, Media Specialist and Instructional Coach

Early Adopters Team Leaders.

Early Majority  Certified classroom teachers

Late Majority Older Certified teachers Paraprofessionals

Laggards

Decentralized Approach There are several advantages in adopting a decentralized approach.  The implementation and utilization of the Visualizer involve a low level of technological expertise  Facilitates peer networking.  Adopters can help in the decision making process  Enables adopters to assume the role of change agent.

Critical Mass The Visualizer is a noninteractive innovation, which does not depend on the other adopters for its implementation. There is a sequential interdependence.

Change Agent Technology Specialist

How can Digital Visualizer enhance the classroom experience ? Visual arts Science /Social studies Language Art Math Teleconferencing Product presentations Inspection tool Build self- confidence

What are the benefits of utilizing digital Visualizers? Effectively enable big or small audience to view details of 2D and 3D objects that would be otherwise difficult to see.

Remember these?

New and Improved

Overhead vs. Visualizer Overhead  Require transparency  Display only a shadow of real objects  Transparencies needs to be pre- printed  Intense heat output  750 watts usage Visualizer  Real objects are projected  Display real objects in color  Limited preparation is needed.  Cold cathode lamp

Why would I use Visual Presenter in my classroom?  One of the quickest and easiest way to integrate technology.  Few skills need to use this equipment.  Can be connected to a DLP/LCD projector through a computer or connected directly to a DLP/ LCD projector.  Actively engage the learning process  Enhance learning styles (visual, kinesthetic, spatial, etc. learners) for differentiated lessons.  Decrease coping. Ink and paper expenses.

References  Barbousas, J. (2009)Visual education movement: The emergence of visual technology in education. Retrieved from pdf?T=P&P=AN&K= &S=R&D=ehh&EbscoContent=dGJyMNHr7ESeprA 4yNfsOLCmr0meprFSsK%2B4TbSWxWXS&ContentCustomer=dGJyMPGss0q1qK5IuePfgey x44Dt6fIA pdf?T=P&P=AN&K= &S=R&D=ehh&EbscoContent=dGJyMNHr7ESeprA 4yNfsOLCmr0meprFSsK%2B4TbSWxWXS&ContentCustomer=dGJyMPGss0q1qK5IuePfgey x44Dt6fIA pdf?T=P&P=AN&K= &S=R&D=ehh&EbscoContent=dGJyMNHr7ESeprA 4yNfsOLCmr0meprFSsK%2B4TbSWxWXS&ContentCustomer=dGJyMPGss0q1qK5IuePfgey x44Dt6fIA  Dussel, I. (2009). Education and the production of global imaginaries: A reflection on teachers’ visual culture. Retrieved from pdf?T=P&P=AN&K= &S=R&D=ehh&EbscoContent=dGJyMNHr7ESeprA4 yNfsOLCmr0meprFSsae4TbaWxWXS&ContentCustomer=dGJyMPGss0q1qK5IuePfgeyx44D t6fIA pdf?T=P&P=AN&K= &S=R&D=ehh&EbscoContent=dGJyMNHr7ESeprA4 yNfsOLCmr0meprFSsae4TbaWxWXS&ContentCustomer=dGJyMPGss0q1qK5IuePfgeyx44D t6fIA pdf?T=P&P=AN&K= &S=R&D=ehh&EbscoContent=dGJyMNHr7ESeprA4 yNfsOLCmr0meprFSsae4TbaWxWXS&ContentCustomer=dGJyMPGss0q1qK5IuePfgeyx44D t6fIA  Reedy, G. (2008). PowerPoint, interactive whiteboards, and the visual culture of technology in schools. Retrieved from OLCmr0ieqLBSsau4SK%2BWxWXS&ContentCustomer=dGJyMPGss0q1qK5IuePfgeyx44Dt 6fIA OLCmr0ieqLBSsau4SK%2BWxWXS&ContentCustomer=dGJyMPGss0q1qK5IuePfgeyx44Dt 6fIA OLCmr0ieqLBSsau4SK%2BWxWXS&ContentCustomer=dGJyMPGss0q1qK5IuePfgeyx44Dt 6fIA  Rogers, E. (2003). Diffusion of innovations. (5th ed.). New York, NY: Free Press.