Say Cheese! Digital Collections in the Classroom

LeAnn Carter, William J. Sumrall, and Kristen M. Curry

Children love gadgets. And what better “gadget” to work with in the classroom than a digital camera? Digital cameras are easy to find, easy to use, and offer great potential for incorporating technology into your lessons. Project ideas can range from creating collections of objects to identify (e.g., insects, plants, rocks/minerals, and so on) to documenting the signs of the seasons or recording the progress of an investigation and more. Even stages of the life cycle of insects or the water cycle can be collected.

We used digital cameras with fourth-grade students as they built collections of leaves and bark in order to identify the trees located on their school property. The students classified their subjects and presented them to the class through PowerPoint presentations and scrapbooks.

Digital collections work well with grades four through six. The level of information students are asked to provide in their presentation along with the presentation type can vary according to the student’s ability level. Younger students could identify fewer trees and have more assistance from the teacher, whereas older students could be given more options in their methods of taking photographs and presentation style. The kids thoroughly enjoyed this experience, and we all improved our familiarity with our subjects—and comfort level with technology—in the process.

Choosing a Digital Camera

Photographs courtesy of the author

For a digital collection project you will need at least one camera per two or three students. Our students worked in pairs. More than three in a group may lead to chaos and take too much time. If you prefer for your students to create individual collections, then assign your students a method to go by, such as numbering your students off and having each one take a single photograph and pass the camera on to the next student in line. The photograph can then be numbered and sorted to match the students’ assigned numbers.

Most cameras come with the appropriate equipment to link them to a computer for viewing and editing. Equipment supplies can also be purchased with lens-cleansing kits and rechargeable batteries.

If funding is not available for an investment in a digital camera, there are grant monies available (see “Tips on Digital Cameras"). Digital cameras can be checked out with a signed parental liability form, or students can use a camera from home. Single-use (similar to disposable) digital cameras are another inexpensive option. They average $11 or less, and the pictures can be placed on a CD to be edited, e-mailed, or used in a slideshow. However, purchasing a single-use digital camera with a display screen will cost closer to $20. With this type of camera, students can still delete a picture but only the last picture taken.

When choosing a digital camera, the price, features, resolution, memory, warranty, and battery life should be considered (Harmon 2000). As the old saying goes, “You want to get the most for your money.” Having the best of each option can quickly add up, so what is needed the most should be taken into consideration. (See “Tips on Digital Cameras” for more information.)

If there is little money to be spent, purchase a few cameras and rotate them as necessary or ask parents to purchase single-use digital cameras.

Taking Photographs

Students should initially be given objects in the classroom to practice with under the guidance of the teacher. Introduce the major functions of the camera and have students practice them one function at a time. Students should experiment with which angles and lighting result in the best picture.

Different subjects will require different techniques. For example, captured insects should be placed on a solid background, such as a white piece of paper, when photographing. This allows the insect to appear more clearly in the photograph instead of blending in with its surroundings. Leaves, rocks, and minerals can be easily photographed in their natural surroundings. Leaves can be photographed while still on the limb or picked up off the ground. If a clear photograph cannot be made while a rock is in its natural state, then it can also be picked up, photographed, and returned to its resting place. If the object is an insect that appears to be moving, the photographer could step back and zoom in.

This process can be aligned with the International Society for Technology in Education teaching standard that involves facilitating technology-enhanced experiences that address content standards and student technology standards (see Internet Resources).

The Collections

The students we visited created digital leaf collections identifying trees by the characteristics of their leaves and bark. Students were first given their digital cameras and allowed to practice. Our digital cameras were borrowed from The University of Mississippi, so check with your community resources. The students were enthralled and learned how to use the functions quickly.

Once students were comfortable working with the cameras, we presented them with the idea of creating a collection digitally. We discussed the four seasons and how many trees bloom in the spring. The students automatically picked up on the idea of a leaf collection and were very excited. We informed them that it is best if the object can be found, photographed, and left in its natural state. Before the students began taking their photographs, they were given simplified directions and expectations (see Figure 1).

Some initial research will help students know where to start searching for the objects they are collecting. Leaves were a little more obvious, but the internet and books can be used to assist in locating certain insects or minerals. We took a nature walk around the school property, allowing the students to take photographs of various trees. We carried this collection out in early spring; therefore some trees were not blooming yet. We discussed other ways trees could be identified, such as size and bark characteristics.

Students should carry notebooks to record when and where they take photographs and any other distinguishing object features, such as visible characteristics, to assist in organizing photographs for identification. The students set off in all directions collecting pictures of various leaves. If you are using older digital cameras that use disks instead of memory cards, be sure to take extra disks with you. A few students ran out of storage room quickly.

After returning to the classroom, the students uploaded their photographs. Microsoft Office typically includes editing software. The students were allowed to experiment with the color, contrast, brightness, and cropping of their photographs. Once they were content, they decided how they wanted to present their photographs to the class.

Then students were asked to identify the differing characteristics of their leaves, such as shape, size, and symmetry. We discussed how those characteristics could be used to identify the trees. They were introduced to the websites and literature referenced on the handout. Many books and websites are available to assist in identification, whether your subject is leaves, rocks, minerals, or another topic. The students were allowed to use the resources provided along with their notes to classify the leaves and identify their corresponding trees. The students numbered their pictures to assist in the identification process. They labeled the photographs as they identified the type of tree. The students then moved into preparing their presentations through PowerPoint and scrapbooks.

Editing Photographs

One of the great things about digital photography is to be able to view and edit pictures before printing them. Most cameras have an editing and zoom feature that allows for reducing red eyes and cropping pictures, assuring extra technological expertise for your students. By introducing the individual functions, students pay increased attention to details that can assist in object identification. For instance, students may use the cropping feature to cut out distractions or zoom in to see greater detail. Some insects, such as butterflies, have to be viewed closely in order to be correctly identified due to look-alike insects.

Once students have taken their photographs and completed their “digital collection,” they can be downloaded onto a computer and edited more exclusively. Pictures should not be altered dramatically to ensure correct identification, so only a short period of time should be spent on the editing process. If your students have never edited before, spend about fifteen minutes introducing the various features of your editing program and let the students explore.

Editing software comes with some digital cameras and can be purchased for most digital cameras. Editing software allows for adjustments to the color, sharpness, contrast, and shape of the pictures taken (Rothman 2005). Less expensive editing software, such as Roxio Photosuite 7 or Ulead Photoimpact 10, can be purchased to provide simple step-by-step adjustments for under $50. Adobe Photoshop Elements, Microsoft Digital Image Suite 10, and iPhoto 6 provide flexibility while the Microsoft product also provides tutorials. However, their prices range from $80 to $130. An easy solution is to use Microsoft Picture Manager or the editing feature on Microsoft Word since they come with most Microsoft packages.

Final Presentations

Students’ collections can be displayed and shared in many creative—and inexpensive—ways, as digital photographs need not be printed out. One idea is for students to create PowerPoint presentations. They can actually identify the pictures and record the required information as they create the PowerPoint presentation. Once the photographs have been downloaded onto a computer, they can be inserted into PowerPoint slides where they can be labeled with scientific names or detailed with object information and descriptions. An example besides our leaf collection would be the life cycle of a butterfly. Similar software is available for presenting photos as slide shows, including ArcSoft DVD SlideShow 1.0, Microsoft Photo Story 3 for Windows, and Nero PhotoShow Elite (Ozer 2005). These programs are easy to use and child friendly with prices ranging from free to $50. Each of these programs has free tutorials on their websites. Even the software that can be purchased has a free trial version for the teacher.

Students who wish to print their photographs will find creative ways to assemble their photo collections. Digital photographers have several options when it comes to printing photographs. Most general-purpose ink jet printers can print decent digital photographs, and several printers are actually designed especially for printing digital photographs. There are several websites that offer printer cartridges and photo paper at a much cheaper rate than retail stores (see Internet Resources). If a school is not able to purchase cartridges or paper from these websites, then students can either use regular paper or take the photographs on disk to stores where they can print them out at reasonable prices.

One final option involves online discount stores such as Walgreens, Wal-Mart, or Shutterfly. The prices range from $0.12 to $0.19 cents for a 4 × 6 print. Most online services allow the customer to upload the photographs and choose how they want them printed. The photographs can be burned onto a compact disk or printed out and mailed back to the school within a few days.

Assignments with hard copies vary from photo exhibits with informative labels to scrap books or picture albums with fact sheets. Other additions to the displays could include: reasons for choosing to create the project and the importance of environmental preservation and its effect on the ecosystem. The possibilities for presentation are endless and can be modified to meet students’ needs.

Assessing the Collections

Before starting a collection, students could be given a brief preassessment pertaining to the object being identified. For example, we had our students brainstorm a list of what types of trees they could identify and asked them for distinguishing characteristics (for example Magnolias and large, glossy leaves). After completing the collection, students created a second list and compared their responses in order to identify growth. The expectations given on the handout were used as a checklist for the students to follow and could be modified to form a rubric.

Digital Appreciation

The digital photography project truly spurred students’ interest. It offered a modern twist on species identification, an activity that scientists have done across the world for hundreds of years. Not only was using the camera fun, it provided a creative use of technology into the classroom. Furthermore, an unexpected benefit of the experience was that students were encouraged to appreciate nature and to preserve natural habitats as they took photos rather than directly touching plants or animals. After the success of this collection project, we’re all eager to find more ways to incorporate the digital camera in the classroom and discover the benefits it will bring.

LeAnn Carter (nlcarter@olemiss.edu) is an adjunct instructor in the Department of Curriculum and Instruction at The University of Mississippi in University, Mississippi. William J. Sumrall (sumrall@olemiss.edu) is a professor in and chair of the Department of Curriculum and Instruction, and Kristen M. Curry (kmcurry@olemiss.edu) is an elementary education doctoral student in the Department of Curriculum and Instruction, also at The University of Mississippi. Special thanks to fourth-grade teacher Glenda Pruett and her class at Lafayette Elementary School in Oxford, Mississippi, for completing the digital collection described in this article.

Resources

National Research Council (NRC). 1996. National science education standards. Washington, DC: National Academy Press.
Ozer, J. 2005. Just for slide shows. PC Magazine 24(1): 157.
Rothman, W. 2005. Photo finish. Money 34(1): 106–109.

Internet

123 Ink Jets
www.123inkjets.com
EZ Ink Jets
www.ezinkjets.com
International Society for Technology in Education Teaching Standards
http://cnets.iste.org/index.shtml

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