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Introduction
Our lives have been transformed by new
technology. It is no surprise that technology has
made its way into the classroom. Teachers are
using document cameras, computers, LCD
projectors, and digital cameras to teach students
everything from reading strategies to science
lessons on polymers. With this influx of technology
has risen the problem of a lack of professional
development. Many teachers lack the skills and
desire to effectively use technology in preparing
and delivering standards-based lessons. Without
proper training and lesson design strategies,
teachers are unable to effectively use the
technology provided.
An elementary school in the San Francisco
Bay Area recently purchased document cameras for
the teachers. Many teachers were excited, while
others were hesitant to use them. Document
cameras, like many other technologies, can be
used to teach content, however there are certain
activities that work better than others in presenting
specific kinds of material.
The first part of this master’s project was to
create a handbook for teachers that provided
specific activities using a document camera. These
activities were researched-based and provided
concise ideas that teachers could easily implement.
The activities were to be modeled in staff
development trainings and the handbook distributed
to teachers.
The second part of this master’s project
included providing websites that offered document
camera implementation ideas. These websites
were included in the handbook.
Document Camera Activities Table
Literature Review
There is a large amount of research
surrounding technology in education, however, much
of it does not address proper implementation of
technology in the classroom. Research also supports
the idea that students learn more when the concepts
are presented using appropriate technology (Taylor,
Casto & Walls, 2007). The key in the research by
Taylor, et al.(2007) is that the teacher must use
appropriate technology for the activity that is planned.
Many teacher preparation programs “prepare”
teachers by introducing many different technologies
and software, but lack the training in how to properly
use the technology within sound research.
The research done by Mishra and Koehler
(2006) presented a framework called Technological
Pedagogical Content Knowledge (TPACK) by which
teachers can learn to plan and implement technology
effectively. They took Shulman’s (1986) research on
pedagogy and content knowledge and extended it to
include technology (Mishra & Koehler, 2006). The
research established that teachers must have specific
knowledge about technology, pedagogy, and content.
Where these knowledge areas meet is a new area of
knowledge that teachers must learn. The figure below
is a representation of TPACK.
Category of
Activity
Activity Name
Direct Instruction
Show It!
Work it Out
Availability of technology and technology
support
TEMPLATE DESIGN © 2008
www.PosterPresentations.com
Dissect It
Students can follow along as you dissect a flower or other specimen. 1
Read Along
When reading a science textbook or non-fiction book, place it up on the
document camera so that all students can see it and follow along. 2
Problem Solving
1
2
3
4
5
Display pictures or diagrams for students to discuss and/or learn about.
Displaying tools and manipulatives on the document camera stage,
allows students to learn and see what you do with specific items and
how to use them effectively. 2
Live Specimen
Read the News
Put a newspaper article or section of the newspaper on the stage and
read the article, point out the elements of the article, discuss the title
and its purpose, look at paragraph structure, use it as a model for
writing an article on their own. 1
Use the zoom feature to show the students a specimen close up…
tadpoles, salmon eggs, plant parts, etc. 3
Students bring in something that represents them self and use the
document camera to give the class a close view of the object without
having to pass it around. This can be used as a public speaking
assessment. 1
Measure It
Use the document camera to teach students how to properly use a
ruler. With color, play-by-play action, students will learn much more
quickly. 3
Big Book!
Use a book on the stage as a model for reading left to right, words,
spacing, indentation, punctuation… the possibilities are endless
Note-Taking Guide
Use the document camera to teach your students how to take notes on
a specific type of information. You can have the text available that you
are taking notes from. 3
Experiment
Use the document camera to walk the students through the steps of a
hands-on experiment or process.1
What’s the Word?
Use vocabulary cards from science program and enlarge the picture.
3-D Demo
Allowing all students to view an item can take a while if you decide to
pass it around… putting it up on the document camera and
rotating/flipping it, can save lots of time and allow all students an up
close view. 4
What is it?
Work on observation skills… have students write down or share as
many observations as they can about an object, plant, insect, etc.
What works?
Using a student work sample, have students give feedback regarding
writing, lab work, sentence structure, letter formation, etc.
Test Review
Review test questions by placing the test on the stage and discussing
answers – students discuss with a partner what they answered and
why
Demonstration
Do a science demonstration on the stage so that all students have a
close up view of what is happening.
Student Models
Use student work as a model for writing correct lab reports and/or
following instructions on a specific assignment. 5
Homework Check
Harris and Hofer’s (2009) research used TPACK as a
starting point. They determined that specific
technologies worked best when teachers were
presenting certain types of lessons. Harris, Mishra, and
Koehler (2009) gave extensive examples of
technologies that were compatible with specific
activities. Suppose a teacher wanted students to create
a narrative writing about an event in the past. The
technologies that Harris found to be most compatible
with that activity are word processors and concept
mapping software.
Lead the students in a directed drawing of plant parts, life cycles, etc.
using the document camera. Students can follow along easily and
zooming in allows them to see what you are drawing easily.
Put a live specimen up on the document camera. Students can
observe or sketch the item. You can also take a picture and save it for
a test or study guide later. 1
All About Me!
Staff members’ previous experience with
technology, either positive or negative
The age of the staff member
Use the document camera to review STAR test released questions and
discuss them. 1
Zoom In!
Staff members’ perceptions of the
technology itself
Staff members’ perceived job of the
technology coordinator in training and
staff development
Test Prep
Tools and Manipulatives
Factors That Influence Technology Integration
Work out science and math problems on the document camera with the
lens zoomed so that all students can clearly see the process that you
went through to solve the problem. You can take a still image of your
work to save for later use.
Decode It
What’s that?
Assessment
Use the document camera to demonstrate a new concept or explain a
new idea.
Using the “cover it” feature… you can cover part of the text and
practicing reading portions of it together. You can also sound out
words and discuss the meanings.
Directed Drawing
Inquiry
Activity Description
Select three students to bring their homework and put it up on the
document camera. Homework is discussed and/or checked from those
three students work. Mistakes are corrected and students turn in
homework after the last student presents his/her work. This holds
students accountable to do their BEST on homework because theirs
might be selected to be put up on the document camera. 2
All About Me!
Students bring in something that represents them self and use the
document camera to give the class a close view of the object without
having to pass it around. This can be used as a public speaking
assessment. 3
Diagram It
Put a saved image or object on the stage and have students answer
questions about different parts of the image or functions of specific
parts.
What’s the Temperature?
Put a thermometer on the stage and zoom in. Have students practice
reading the thermometer, figuring out differences between
temperatures, and discuss Fahrenheit and Celsius scales. 1
Cloze Test
Put a cloze passage on the stage and students write the words on their
paper that fit in the blanks.
Report Presentation
Student chooses part of his/her report to share with the class and
discuss.
You Be the Teacher!
Students become the teacher and explain, using their own work, how
they came to an answer.
Step By Step
Use the “cover up” feature to select one problem at a time to solve and
discuss. You can create a step by step problem and have the students
do each step as you show it to them by moving the cover down.
Predicting Outcomes
Pose a problem, show a picture, read a passage on the stage… then
have students predict what will happen, what comes next, how to solve
the problem, etc.
http://www.umesd.k12.or.us/techlinks_100ideas
http://www.timbedley.com/articles/article05.htm
http://www.georgetownisd.org/ccorner/technology/Projectors/ImpactingInstructionwithDocumentCamerasandProjectors.pdf
http://www.luidia.com/fileadmin/user_upload/documents/58_Ways_Teachers_Doc_Cam.pdf
http://www.edutopia.org/elmo-tickles-student-writers
Literature Cited
Elmo document camera photograph - http://salestores.com/elmo1304digi.html
Elmo teacher camera photo - http://www.elmo.co.jp/doccam/case/testimonial/000051.html
http://sitemaker.umich.edu/ccampbell/student_teaching_placement
http://www.brighthub.com/education/k-12/articles/82871.aspx?image=103157
TPACK diagram – http://tpack.org
Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for
curriculum-based TPACK development. In C. D. Maddux, (Ed.). Research highlights in
technology and teacher education 2009 (pp. 99-108). Chesapeake, VA: Society for
Information Technology in Teacher Education (SITE).
Harris, J., Mishra, P., Koehler, M. (2009). Teachers’ technological pedagogical content
knowledge and learning activity types: Curriculum-based technology integration
reframed. Journal of Research on Technology in Education, 41(4), 393-416.
Mishra, P., Koehler, M. (2006). Technological pedagogical content knowledge: A
framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
Taylor, L., Casto, D., Walls, R. (2007). Learning with versus without technology in
elementary and secondary school. Computers in Human Behavior, 23, 798-811.
Acknowledgements
I would like to thank my family and friends for their support
in my completion of this project. I appreciate Pam
Redmond’s many hours of work - editing, proofing, and
guiding me through this process. Steve Gibbs’ technical
expertise was also extremely helpful. Thank you to my
Touro cohort friends as well – their encouragement and
humor made this process doable.
Contact Information
Megan Gerdts
Email: msgerdts@aol.com or megan.gerdts@tu.edu
Website: http://teacherweb.com/CA/MonteGardens/Gerdts/newsflash1.aspx