The Importance of Visual Literacy

In this video, a student, McDonald (2012), presents the argument that visuals could be more effectively used in the classroom. Citing that advertising agencies, companies, and filmmakers are using visuals in order to influence consumers every day, the student argues that visual literacy should be a stronger component in the classroom. McDonald further argues that the messaging that visuals play in today’s society must be addressed in the classroom - what advertisers or companies are providing to consumers and the manner in which it is presented should be taught so that consumers can be intelligent with regard to purchases or with regard to what is being sold.

Further, filmmaker Martin Scorsese explains the need for visual literacy for learners. Scorsese points out that learning will occur as individuals attempt to access the visuals through a camera, even if it isn’t to become a filmmaker but the learner ends up becoming a painter, learning occurs. Additionally, Scorsese points out that young people are taking two to three hours of their time to view a film and students should have their eye and heart trained to think about a story told to them in visual terms. Scorsese echoes the sentiments of McDonald , by pointing out similar concerns during his interview.

I think that both McDonald and Scorsese make valid points. If educators are to teach critical thinking skills, why not use visual images and visual literacy as a method of delivery? Students are already familiar with visuals and will respond to them and visuals within a classroom should not be limited to charts, tables, maps and other academic materials. One of the earliest forms of literacy is identification of signs and other recognizable items within emergent literacy also known as environmental print. Adults are encouraged to assist their child with identification of words on signs and praise youngsters who identify various locations based on icons and graphic symbols. Toddlers are praised for recognizing the golden arches as McDonald’s. However as students age, we reduce the value of this as part of literacy and focus on text and text aspects. 

Resource:

Edutopia.org (Edutopia). (2012, June 15). Martin Scorsese on the importance of visual literacy [Video file]. Retrieved from https://youtu.be/I90ZluYvHic

McDonald, L. (Producer, Director, and Writer). (2012). Visual literacy: Enhancing the reading landscape [Video file]. Retrieved from https://youtu.be/6MBo2Ak4gXU

Swimming in the Deep End

There are various instructional strategies that add to the learning of students within the 21st century. Recently I heard my colleague, Rachel Yurk, speak on the TPACK model and the SAMR model with regard to technology integration in the classroom. My colleague equated SAMR to a swimming pool in which learners are either novice, developing, proficient, or expert swimmers and she used the following graphic to show where a learner is with regard to swimming in the pool.

Educators who are using technology in the substitution phase of SAMR are in the shallow end of the pool. They are safe and are using technology as an instructional tool to substitute for another tool. For example, an educator who is in the substitution phase might be implementing iPads in the classroom for skill and drill math flash cards through a flash card app rather than providing cardstock traditional flash cards.

Educators who are using technology in the augmentation phase of SAMR are in the slightly deeper end of the shallow end of the pool. They are approaching that “drop off” point where the pool bottom deepens significantly. These educators may be standing on their tip toes but they are still head above water and have not submerged the technology into their learning experience. In this phase, an educator might be using an iPad app to demonstrate student mastery of a concept such as creating paper slide videos using iMovie.

Educators who have moved into the modification phase of SAMR are now in the deep end of the pool but still not in the deepest portion. They may be in water over their heads but they are able to jump off the bottom of the pool and rise to the surface quickly. These educators are using technology integration as an alternative form of traditional teaching - for example app smashing to create new learning and demonstrate mastery with multiple tools.

Educators who swim in the redefinition phase of SAMR are now in the deepest end of the pool and are able to submerge completely and confidently. They are creating new learning by using the technology in a way in which it has never been used. A teacher in the redefinition stage was one who envisioned using Skype within the classroom to connect with other classrooms and with experts, breaking the four walls of the classroom and creating a new experience for his or her students.

Educators who are willing to swim in those deeper ends of the pool will ultimately benefit and enrich their students because they are offering opportunities for engagement that students lack when educators stay within the safety of the shallow end. There are times, particularly when learning new technology, that educators need to train in the shallow end, but to linger there does not benefit the learner nor does it benefit the educator.

SOURCE: http://www.hippasus.com/rrpweblog/archives/2014/12/11/SAMRandTPCK_HandsOnApproachClassroomPractice.pdf