How can visual literacy and the use of the Internet impact the teaching and learning process in the classroom? What are some visual-thinking strategies you would like to use in your classroom? What role do you want the Internet play in your classroom?
These last few weeks have given me an opportunity to ponder my use of visuals in the classroom. Although I have always used visuals, I realize now that it has been in a very limited capacity. The standard posters, the occasional graphic organizer, or a picture to help students understand an important lesson are a great start, but far from the ideal.
Students today are bombarded with visuals. They watch countless hours of television and video games with quickly changing images and absorb enormous amounts of data from those images. Although they are learning from these images, they may miss important clues and details that could promote a deeper understanding. Smaldino, Lowther, and Russell (2012) state that students need to be guided in the correct decoding of visuals. This is why teaching students to analyze, interpret, and create new understanding from the images is important.
Visuals are an excellent resource for all students. They can be as simple as line drawings, black and white pictures or cartoons, photographs, real objects, or numerous other possibilities. They should motivate students to pay careful attention to the lesson and to use language creatively. Visuals can be used as a catalyst for class discussions, encourage students to analyze, synthesize, and evaluate a concept, assess student understanding of a lesson, and to encourage, promote understanding and bridge the gap for struggling readers. Non-English speaking students may rely heavily on the visuals to clarify meaning and solidify learning. Words may create confusion due to obscure meanings, but visuals can create a clearer meaning. Even students from other countries understand universal visuals such as a pedestrian crossing or no biking signs. Visuals also give abstract ideas meaning, motivate learners and can focus students' attention to important details. Visuals can also help students recall information. I have used posters in my room that students used daily and even after taking them down for testing, I saw students stare at the wall where the poster had been. Later, they told me they could still visualize the poster and the information on it and it helped them answer the questions.
I will be incorporating more mind maps in my lessons. The use of these organizers with clear images help students see the linear thinking. I have also realized the value of using various pictures to promote understanding of new vocabulary. These visuals can link a concrete form to an abstract idea and therefore, give students something tangible to attach it to. As I introduce new concepts or units, I will use a visual as a way to ignite prior learning and spark discussions. When I taught kindergarten, I used props to help students identify objects and attach them to correct words. When I started teaching middle and high school students, I thought they wouldn't need these props as much. It didn't take long in the classroom to realize I was wrong. Objects such as a thimble (how many students today know what that is?) can create great discussions. I think the use of props as visuals would also be a valuable aid in my class.
The average classroom houses students from various cultural backgrounds, learning abilities, personalities, temperaments, and learning styles. Teachers need to use a variety of resources that will encourage student creativity and promote motivation for the various learning styles. The internet is an excellent resource for differentiated instruction. It can enhance learning with videos, games, simulations, virtual field trips, images, podcasts, and much more. Although time consuming, educators still need to research and evaluate sites before using them in the classroom. Videos, games, and other multimedia should only be used if it enhances the learning for students.
In my classroom, the internet is an intricate part of my lessons. I try to give my students authentic experiences by having them blog, make book trailers on Animoto, and use open-source software for word processing and spreadsheets. Students watch short, animated educational clips and play games to reinforce learning. I am always looking for ways to get their creative juices flowing and the internet makes that easier.
Smaldino, S.E., Lowther, D.L., & Russell, J.D. (2012). Instructional Technology and Media for Learning. Pearson Education, Inc.
