Reflection 4.

1 Images

Identifying the learning purpose of

a) Using images/visual representations created by others, and
b) learner-generated images/visuals.
Then think of your pedagogy, and content.

How could the use of images/visuals be supportive of learning in

your own teaching context?
Use the SAMR model (as usual, and for the balance of your
explorations of technologies) to propose the use of images/visuals
(both learner-accessed, and learner-generated) in your own
classrooms at each level of the model.

Response
Visual imagery is used in all parts of life to convey messages about what
actions to take, such as traffic signs, as well as in common commination
like icons.
If we look at the current situation with cyclone Debbi, we see the
importance of imagery generated by others to represent data. The
Australian Government Bureau of Meteorology (B.O.M.) translates the
information that is gathered by is weather radars to convey information in
an image which in other forms of communication may fail to convey the
same information.

(Meteorology, 2017)
Within this pictorial representation we are given information in differing
forms. Some of it is text, names, area size and dates, some if scale, the
size of the weather cell compared to the land mass, other information is
presented translated for the viewer by the colours used in the image itself
off set with a sliding scale guide.
In contrast, the image provided by the Japan Meteorological Agency, is
perfectly correct, conveys the same information, but with less details.

(Agency, 2017)
The reason or purpose of using images and visual representations created
by others is that it allows the teacher to convey information to the
students. By gathering this information for people who are experts in their
field, and who have been trained in how to create images and visual
representations, legitimacy of content can be assumed. Non- legitimate
sources of images and visual representations also exist, therefor it is up to
the content provider (teacher) to verify the content.
It is also important that students know how to generate information
through visual imagery. This shows not only that they are able to interpret
information conveying imagery, that they also know how to add conveying
messages to images.

In Drama, interpreting imagery and conveying messages is fundamental.

It can be as simple as the kind of makeup used, or the age, style and
value of the props a character is using. Sometimes it is more about what
is missing from the image.
One way of using visual representations and imagery to support teaching
drama is by stage settings, staging, props, lighting, costumes, and
makeup.
As the image or visual representation in Drama is often an active living
image, it offers a chance to teach students about how to add depth and
content to a performance piece that may not be included within the text.
Or you may choose to use opposing imagery, where a scene may be of
opulence and royalty, where the characters talk and believe they are high
society, however the scene setting may show that they are soot covered,
deluded individuals, living in the street toasting to the success of their
winter hunt with jam jars.

Descriptio
SAMR Level Example
n
Substitutio 3d Replace traditional props with those
n printinggenerated with a 3d printer
In a scene you could have a projected
Changing
image that changes the time of day,
performan
Augmentat Displays large crowds or vehicles moving in
ce
ion the background. The changing background
backgroun
can provide timing rhythm and definition to
ds
the scene
Using live streaming of an actor on
Remote
Modificatio location, they could be projected into a
Actors
n scene or play and interact with the local
actors via video feed
Using prerecording and 3d imagery a play
or scene could be made in a physical
location, like a car or a shopping centre.
Instead of having actors remaining in a
3d single location they can move about the
Redefinition Experienc location.
e
Using the 3d goggles tech being developed
for hand held devices the audience could
follow the action while moving about the
scene.

References

Agency, J. M. (2017, 28/3/2017). Japan Meteorological Agency. Retrieved from

http://www.jma.go.jp
Meteorology, T. A. G. B. o. (2017). The Australian Government Bureau of
Meteorology Retrieved from http://www.bom.gov.au