Embedded Files
"Zooming in, zooming out--an interesting way to look at changing perspectives and one that gets at some important concepts for children to ponder, concepts relating to the very small and the very large, looking closely, and magnification, geography and culture, and physical and social perspective-taking."
"Zooming in, zooming out--an interesting way to look at changing perspectives and one that gets at some important concepts for children to ponder, concepts relating to the very small and the very large, looking closely, and magnification, geography and culture, and physical and social perspective-taking."
(Chaille, 1991, p. 81)
(Chaille, 1991, p. 81)
Using digital microscopes, LCD projectors, shadow screens, and Ipads children and teachers are able to explore the big idea of zooming in and zooming out with materials. Having large projections gives children the opportunity to interact with the images using: technology, light, shadows, and physical materials.
Maginifcation
Maginifcation
The video of a leaf reminds us that engage Zooming In and Out is to make sure children understand the context of the work. Exploration is connected to a larger understanding of what is around the leaf. It is only then that we can deeply appriciate the microscopic world that we see.
Shadows and scales
Shadows and scales
When we begin to think about shadow play or changing scale... And creating space in the classroom for it, but also the space to experiment and to try to reflect on shadows and scale.
Thinking with Worms
Thinking with Worms
We have been playing with incorporating digital provocations in the classroom to extend children’s thinking about worms and we decide to see how a project might unfold. Could the digital address the vulnerabilities that worms encounter in our studying of them?
In thinking digital landscapes, we need to reflect on own on understanding of the digital. As we consider our role a co-learners with children, what can we consider to be ready to bring the work forward as educators and co-protagonist of children’s learning.
We consider the ideas of…
Curating our own digital mindful inquiry when merging what we know about digital technologies with children’s emerging discoveries.
Supporting children in building critical thinking skills when engaging with the digital technologies.
Situating the materials of the studio in children’s real and imagined world within the digital atelier.
We decide to see what might emerge from our study using digital tools to extend and deepen the children’s thinking,
How might we use digital technology to connect with nature and vice-versa?
We engage in the building of a hoop house, as after much discussion, we determine that the shape is closest to a worm tunnel. We decide that we will need to cover the tunnel and the first suggestions are strips of sheets. While this weaving does create a tunnel, it does not engage our imagination in the way we hoped. We decide that we need another type of fabric on the tunnel. The teacher’s suggest that we try a mesh like materials and see how this might aid us in studying worms.
"Projecting images of the worms onto surfaces, creating multi- dimensional representations of the worms and playing with the worm tunnel."
Teachers and children work to weave an immersive 3D environment. Multiplicity and perspective taking are enhanced by white and transparent materials that make visible children’s projections of habitat landscapes as homes we live in together with worms. As the community continues to extend digital thinking as a tool, attending to the relational aspect is intentional as well as holding a stance in this work.
"Multiplicity-- fusion of physical and digital worlds."
"This incredible combination of discarded Remida-inspired materials-- something I was just beginning to embark on researching and learning about alongside digital tools-- that we're projecting light on to the discarded materials, and then integrating nature and natural materials into the representations"
Do you see me as I see myself? And that's what the children are asking every day. Do you see how I see? Do I see how you see?
Children interact with the projections - to see if they can influence it - importance of projections emerging from?
Documentation by other teachers around fish to start their provocations in the classroom.
Technology and art
Technology and art
"Thinking about the ways that digital technology supports observational drawing. Being able to zoom in on texture or line-- or thinking about design and the way that there's technology for the sake of growing your understanding and communicating your thinking." Tara
References
References
Chaille, C., & Britain, L. (1991).p 81 The young child as scientist: A constructive approach to early childhood science education. New York: HarperCollins.
Page updated
Report abuse