Cameras should play an essential role in any classroom. They need to be freely accessible and abundant. Cameras can tell stories, document learning adventures and produce images for inclusion in student projects. Today, still and video cameras are converging with each doing the other quite well and inexpensively.
The following are my current favorite cameras at all price points and for use by kids of all ages.
Killer still camera with HD video
The Nikon 1 V1 is somewhere between a point-and-shoot and DSLR. It is mirrorless, works great in low light, shoots up to 60 frames per second (capture a balloon popping) and records beautiful HD video, with slow-motion available. It’s a solid camera with really fine compact lenses. The battery life is terrific. The 30-110mm lens isn’t much bigger than the 10-30mm one and my photos at a Jets game look like I work for Sports Illustrated.
This is the camera for the teacher you love most (yourself)
For Chubby Little Fingers
While supplies last, you can buy a waterproof and rubberized Kodak Playsport Zx5 video camera. This camera takes a licking and keeps ticking. It shoots stills and HD video. The quality is not as good as the other cameras I recommend, but this camera fits in your pocket, is waterproof and has a battery life capable of recording an hour or so of video for $95! I’ve bought several of them.
The tiny $!51 Canon PowerShot ELPH 110 16.1MP Digital Camera with 3-Inch TFT LCD takes great photos and records 1080P HD video. Unlike the other cameras, this one has a flash if that’s something you like. Every classroom should have a few of these babies!
For the Daredevil
If you need a classroom monkeycam or to strap a rugged high-definition video camera onto an underwater skateboard, then you need the $250 GoPro HD Hero2 Edition. This tiny camera is designed for extreme activity and is capable of time lapse photography as well.
Just returned home from speaking at another large international conference where meaningless clichés filled the air and rolled off of people’s tongues. Aside from being boring, clichés oversimplify complex issues and distract us from making forward progress. Clichés are a tranquilizer that retard our thinking and decision-making. Clichés amplify the superficial and form of a vapor barrier around powerful ideas.
Sometimes, the clichés are not even true. Yet, they still manage to become a community standard.
One particularly pernicious cliché goes something like this.
“We all have so much to learn from our students.”
Variations on this theme include:
“The kids are so much smarter than us.”
“My students know so much more than me.”
“They are the digital natives. We are digital immigrants.”
The motivation behind uttering such banalities is likely positive. It acknowledges that children are competent and encourages adults to learn with them.
However, these clichés suggest a power relationship in which all adults (particularly teachers) are resigned to the role of bumbling TV dad while the kids rule the roost. In education, this often serves as a justification for why teachers irrationally fear computers and modernity or appear to have stopped learning.
The cliché diminishes the value of expertise and effort for adults and young people alike.
Let me state clearly that I have no problem learning from anyone or any experience. I love learning with and from children. Nothing delights me more than when we co-construct some meaning. I just don’t go into classrooms thinking I am dumber than my students. I have experience, expertise, knowledge, wisdom, insights and a better Rolodex than they do.
My old friend Branford Marsalis is widely considered one of the world’s greatest musicians. He is also a very fine educator.
This one-minute clip may surprise you.
I look forward to the discussion…
I often remind teachers that as educators, their role is to educate everyone – children, parents, administrators, colleagues and the guy sitting next to you at the counter in a diner. Educating, like learning, must be 24/7
Every school, teacher, administrator, graduate student or kid I teach gains from the expertise I developed working with every other school, teacher, administrator or kid over the past thirty years. My experiences and the insights gained from those experiences are my most valuable commodity, one I am happy to share.
Much of my work as an educator is spent helping fellow citizens and educators recognize that even in these dark days, things need not be as they seem. This is accomplished through the sharing of anecdotes, examples of work, case studies, photographs and video of children learning in productive contexts for learning that may seem alien or impossible when compared with a school setting. This willing suspension of disbelief is dependent on compelling the case I can make. People may only choose from alternatives they have experienced or seen. A large part of my work is spent collecting the evidence necessary to change minds or creating compelling models of what is possible in a teacher’s own classroom. If one can change minds, it may be possible to change professional practice.
Recently, I led a short professional development session at a school where I showed two videos from Reggio Emilia, Italy; Utopi Quoti (Everyday Utopias) and I Tiempi Del Tempo (The Times of Time) http://www.learningmaterialswork.com/store/reggio_children_multimedia.html
Teachers at the school were able to watch day-in-the-life videos of the extraordinary inquiry-based learner centered environments of Reggio Emilia’s municipal preschools, ask questions and discuss how what they observed might inform or transform their practice in a K-8 setting half a world away. The generosity of the educators, students and parents of Reggio Emilia make such conversations possible, since their videos share models of teaching and learning that may be foreign to us or invisible otherwise.
I have enjoyed some incredibly exciting experiences as an educator this year that remind me of why I teach and of the power computers can play in the construction of knowledge. This feeling of success is confronted by the sense that members of the edtech/ICT community have no idea what I do. I have low expectations for policy-makers and the media, but the edtech/ICT community should know better, right? They should join me in advocating powerful ideas and classroom revolution. Instead, too many seem more concerned with shopping, composing clever platitudes and congratulating each other via social media. It seems that the longer computers are in schools the fewer ideas there are for using them. When my colleagues whine and complain that change isn’t possible, I know in my soul they are wrong.They too could be classroom badasses, if only I could explain what I do and they believed what kids do with me. This inability to have a wider impact makes me feel like such a failure.
Colleagues and friends like to learn about the work I do in classrooms around the world. Sometimes, I even blog about my experiences. Occasionally, I share materials I created for classroom use. Such sharing requires extra work and rarely captures the enthusiasm, joy, social interactions, interventions, epiphanies, powerful ideas or tacit gestures so critical to powerful learning experiences. Perhaps it is so difficult for others to imagine young children programming computers, learning without coercion or being _____ (mathematicians, scientists, engineers, authors, filmmakers, artists, composers…) because they have never seen it with their own eyes.
If a picture is indeed worth 1,000 words, video may be worth a bazillion.
Oh, how I wish you could have seen the 3rd grade class I taught late last week. The kids were programming in Turtle Art, a vision of Logo focused on creating beautiful images resulting from formal mathematical processes. I drew three challenges on the board and then groups of kids, who had used the software a few times before, set off to work collaboratively in figuring out mathematical ways to “teach the turtle” to reproduce the images I shared. I could tell you how the kids demonstrated an understanding of linear measurement, angle, integers, iteration, randomness, optical illusions, naming, procedurality and debugging strategies. However, if video had captured the session, you might have seen the kid who spends half the day getting a drink of water demonstrating impressive mathematical reasoning. You might have seen kids shrieking with joy during a “math” lesson, others high-fiving one another as they conquered each challenge and kids setting more complex challenges for themselves based on their success. You may have also noticed how the classroom teacher joined his students in problem solving – perhaps for the first time, but discovering the role the computer can play in education. Video might have captured how I choreographed the activity with less than a minute of instruction followed by 45 minutes of learner construction.
Alas, there is no such video to share.
I wish you could have seen what happened when I challenged a class of 5th graders to write a computer program in MicroWorlds that would allow the user to enter a fraction and have the computer draw that fraction as slices of a circle. The problem was so challenging that I offered to buy lunch for the first kid or group of kids to write a successful program. The kids worked for days on the one problem.
If I had video, you would have seen students confront variables for the first time by using them. They also employed algebraic reasoning, turtle geometry, angle, radius and speaking mathematically to their collaborators. I wish I could share how I asked the right question at the precise moment required to help a kid understand the problem at hand, how I refused to answer some questions or give too much information and deprive kids of constructing knowledge.
I wish you could have seen how excited the three little girls were when their program performed reliably. I wish you could have seen the non-winners who continued working on their programs regardless of the contest being over. I wish you could have seen the girls showing their program to their teacher and improving it based on aesthetic suggestions. I sure wish I could share a photograph of the 11 year-old female mathematicians arm-in-arm with #1 written on each of their arms held high.
Why should you trust me without evidence? I could post the program they wrote, but it might make as much sense as Swahili to some of you, while others will ask if the students were “gifted.”
My fourth graders are using Pico Crickets as their robotics construction kit. They are currently figuring out ways to bring stuffed animals to life with locomotion, sound, lights and senses. If you could see the class you would immediately appreciate the wide range of expertise and learning styles represented. Some kids have never built anything or played with LEGO while others have lots of experience. There are children very close to programming and reanimating their animal while others are busy building the tallest LEGO tower, giving a stuffed monkey a Mohawk haircut or shaving a teddy bear. Each student is working at their own level in their own way
I wish you could have seen the workshop I whipped together with little notice for seventy high school teachers in an economically challenged region. I wish you could have shared their joy and laughter while engaged in recreating old-time radio broadcasts from the 1930s and 40s. Along the way, they learned to record, edit and enhance digital audio without a bit of instruction. They fanned out in teams across their campus in order to find quiet places to record and discovered a powerful literacy activity they could use with students the next day. They also learned that tech skills could be learned casually in the context of a rich project.
Many schools have an uneasy relationship with photography, video and student identity. Some schools allow photography without the use of student names or the school identified. Others use initials or pseudonyms to indicate student identities. Some schools have prohibitions on publication of photos online. Some schools have no prohibitions whatsoever. Occasionally, I encounter schools that do not allow photography of any sort.
None of this is new to me. The tension over photography often mirrors fears of the Internet My doctoral research was with incarcerated teenagers and required me to take photographs without student faces being visible. I got pretty good at that, but such carefully designed “shots” makes it impossible to show the life of the classroom.
If schools, parents and teachers would embrace photography and video, school would be better for children. I truly believe that.
Here are but a few arguments for classroom photography.
Documents and tells learning stories
Photography and videography may be used to capture learning stories that make thinking visible to teachers, invite other learners to contribute to another student’s thinking, inspire peers to build upon the knowledge or accomplishments of classmates and preserves the intellectual life of the school.
Communicates with parents
Photography and videography provide an authentic way to demonstrate what students know and do for parents.
Honors student work and accomplishments
The publication or even casual sharing of student project-work via media honors their accomplishments without badges, grades or other coercive gimmicks. Citizens are most likely to support schools that provide evidence of innovation.
Beautifies the school
Photos and video displays of students actively learning sets a tone for a school and reminds inhabitants of what matters.
Shares exemplary practices with fellow educators
Colleagues may learn what’s possible and new pedagogical practices if they are able to visit other classrooms vicariously. A fancy formal term for this is called “lesson study.”
Parents should be educated that putting a student’s photo or poem on the Web will not result in alien abduction. They should also be reminded that advocating for a newspaper photo of their kid kicking a goal is of less value than sharing classroom practice as a means to inspire and improve education in their school and beyond.
Photos are useful
In addition to their educational function as documentation that makes thinking visible for teachers planning learner-centered interventions, photos may be used for public relations and school publications.
It’s nice to share
One reason why Constructing Modern Knowledge is gaining a reputation for being the premiere learning event for educators is the opportunity to work with world-class experts and an amazing faculty. Award-winning filmmaker and digital story-telling genius, Casey Neistat is one of the spectacular guest speakers participating in CMK 2012.
Today, Casey published a film he made documenting this week’s police raid on Occupy Wall Street. The film is arresting (pun intended), disturbing and deeply moving. Despite its simplicity, the film’s climax will take your breath away. In fact, Casey’s film may document this moment in history the way that The Execution Of Nguyễn Văn Lém mobilized Americans against the War in Vietnam or the photos from the Edmund Pettus Bridge led to the passage of the Voting Rights Act.
Don’t you deserve four days of creative and intellectual stimulation this summer?
The following videos are a good representation of my work as a conference keynote speaker and educational consultant. The production values vary, but my emphasis on creating more productive contexts for learning remains in focus.
- For information on bringing Dr. Stager to your conference, school or district, click here.
- For biographical information about Dr. Stager, click here.
- For a list of new keynote topics and workshops by Dr. Stager, click here
- For a list of popular and “retired” keynote topics by Dr. Stager, click here.
- To learn more about the range of educational services offered by Dr. Stager, click here.
“Gary Stager My Hope for School”
Clip from the imagine it!² The Power of Imagination documentary
This is What Learning Looks Like – Strategies for Hands-on Learning, a conversation with Steve Hargadon
2012 San Mateo Maker Faire.
Ten Things to Do with a Laptop – Learning and Powerful Ideas
Keynote Address – ITEC Conference – Des Moines, Iowa – October 2011
Children, Computing and Creativity
Address to KERIS – Seoul, South Korea – October 2011
Gary Stager’s 2011 TEDxNYED Talk
NY, NY – March 2011
Gary Stager Discusses 1:1 Computing with the Omar Dengo Foundation
University of Costa Rica – San José, Costa Rica – June 2011
Gary Stager’s Plenary Address at the Constructionism 2010 Conference
Paris, France – August 2010
Gary Stager Excerpts from NECC ’09 Keynote Debate
June 2009 – Washington D.C.
For more information, go to: http://stager.tv/blog/?p=493
Dr. Stager interviewed by ICT Qatar
Doha, Qatar – Spring 2010
Learning Adventures: Transforming Real and Virtual Learning Environments
NECC 2009 Spotlight Session – Washington, D.C. – June 2009
More information may be found at http://stager.tv/blog/?p=531
© 2009-2011 Gary S. Stager – All Rights Reserved Except TEDxNYED & Imagine IT2 clip owned by producers
On October 5, 2011, I had the privilege of addressing leading education policy-makers and educators in Seoul, South Korea as a guest of the Korea Education Research & Information Service.
I presented in a “classroom of the future” complete with horrific card readers with True/False-type buttons (response systems) affixed to wooden desks. Given the orthodoxy associated with the staid nature of the Korean education system, I decided to go all-in and offer learner-centered progressive alternatives.
I wish they had included the Q&A period following my talk. I hope to get a copy in the future and will share it if I do.
I recently enjoyed the privilege of being the opening keynote speaker at the annual ITEC Conference in Des Moines, Iowa. The topic of the keynote address was, “Ten Things to Do with a Laptop: Learning and Powerful Ideas.” It is one my most popular keynote addresses.
Despite the video quality, this is one of my best recorded presentations in recent years.
Ten Things to Do with a Laptop – Learning and Powerful Ideas
Keynote Address – ITEC Conference – Des Moines, Iowa – October 2011