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Notes
- Purpose of chapter: Technologies that allow us to reason & represent ideas visually
- 2 uses of visualization tools:
- Interpretive- helps learners view & manipulate visuals, extracting meaning from the information being visualized
- Expressive- helps learners visually convey meaning to communicate a set of beliefs
- 5 kinds of visualization tools
1) Scientific visualization tools- science requires understanding visual relationships among things that are impossible to see
- McSpartan program- visualize molecules using 5 different representations; test different bonds & create ions & new molecules
- eChem- build molecular models & view multiple representations of molecules
- Molecular Workbench- create visual models of the interactions among atoms & molecules
- Geographic information systems- storing, retrieving, displaying, analyzing, & manipulating geographic data (195)
- MapTap Atlas, Google Earth, SketchUp
2) Mathematical visualization tools
- Mathematica, MathLab > visually represent mathematical relationships in problems so that learners can see the effects of problem manipulation (seldom used in K-12)
- Graphing calculators- build understanding of linear relationships; make connections between what is happening contextually, numerically, graphically, & symbolically
- TinkerPlots (grades 4-8) > different patterns & clusters in statistical data; enables students w/ different cognitive styles to find a mathematical representation that makes sense to them
- Fathom Dynamic Statistics Software- high school students make sense of large data sets
- Geometric Supposer- making & testing conjectures in geometry through constructing & manipulating geometric objects & exploring the relationships among them
3) Digital cameras & mobile phones
4) Video productions
5) Video modeling & feedback- model actual performance & mental processes involved w/ the performance

Although the tools discussed in the science and math sections are useful, they are too advanced for elementary students. Science topics, especially chemistry, are often difficult for students to visualize because they may be too large or too small to analyze effectively. Technology can be used to help students further understand and visualize a concept. Math equations can also be represented visually. This helps students who have different learning styles.

I like the idea of using a digital camera in the classroom. As I mentioned in a previous post, I think it is a great idea to have a classroom newspaper, and students can use a digital camera to capture images to go along with the stories in the paper.

Digital storytelling would be fun to incorporate in my classroom. It could be used when students learn about the different parts of a story, such as exposition, rising action, climax, falling action, and resolution. The following is an idea of how I could approach this: First, students can identify the parts of a story using a book that is read in class. Then, they can write their own story, making sure to include all the elements of a story in their writing. A checklist of the different parts of a story can be used to help them write their story. Finally, they can film their story.

Video modeling and feedback are useful because it helps the viewer reflect on his performance. However, I do not think I will use this with younger elementary students. I think it is more appropriate to use with students in a Speech class to improve their public speaking skills or for a teacher to use to evaluate the teaching of a lesson.