Ben and Mitch helping me clean up after making a chocolate cake March 2010,
originally uploaded by Cathmath1.
This is the edited photo, thanks to Picnik and Flickr. I cropped the original photo, then adjusted the exposure, the colour and played around with a few other tools to see what the finished result would be.
To use this in the classroom, the teacher would have to monitor the students carefully to ensure they have a specific purpose or goal they are trying to achieve by using this technology, and not just playing with the pictures. Even though playing is in itself a learning journey, time restraints in the classroom would determine that the students need to complete certain projects within set time frames. Therefore, the students should be encouraged to outline their goals ie. how they want the finished project to look, before they are to sit down at the computer. This also offers the teacher an opportunity to teach students about designing and making artwork that is targeted towards a specific audience, and how the type of audience will determine the style of the product.
Giving students the freedom to create, encourages students to want to learn, not just about the technology they are using, but also about the content. As Kearsley & Shneiderman (1999) state "Technology provides an electronic learning mileux that fosters the kind of creativity and communication needed to nourish engagement.", and as discussed previously on this blog, engagement is the key to learning.
References
Kearsley, G. & Shneiderman, B. (1999) Engagement theory: a framework for technology-based teaching and learning, retrieved from http://home.sprynet.com/~gkearsley/engage.htm
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