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= = =__Research Question:__ How do digital cameras foster literacy learning and increase vocabulary development in early childhood classrooms? =

Sub-questioning/ Pre-thinking:
1. A well managed classroom having efficient routines and transitions greatly impacts the quality of learning and morale within the community. 2. Based on Vygotsky and Dewy's premise that “education is a product of experience and social situation...” 3. Based on Maslow's hierarchy of needs, “children cannot learn unless their basic needs are satisfied…”. 4. The collection of "data" (such in "data based instruction") can assist educators in making instructional decisions.
 * // -Can the use of a digital camera promote transitions and routines within the classroom, thereby positively impacting management? //**
 * // -Can a digital camera make these "experiences" more meaningful for students, thereby enhancing the learning processes? //**
 * // -How can a digital camera assist in "meeting a child's needs." //**
 * //-Can digital cameras serve as a "tool" for data collection thus enabling teachers to make more informed instructional decisions?//**


 * // - //**// In consideration with the previous questions and in conjunction with the research conducted in the classroom my proposition emerged: //

// **Can a designed plan that calls for the use of digital cameras by first graders successfully compliment literacy learning?** //
=**Positionality: **=

I believe the use of digital cameras can be incorporated into early childhood literacy to enhance pre-existing activities as well as to create new learning experiences for young learners.

One of the most fulfilling achievements I have come to appreciate is the process of creating new curriculum materials to reinforce learning. The predicate to this accomplishment rests upon my being able to specifically identify "what a child needs" in order to become proficient within a skill or strategy.

As a veteran kindergarten teacher; yet also a "younger" member of my grade level team, I found myself more “open” to incorporating new technology into my prescribed classroom routines. While serving on the technology committee, my eyes were opened to the seemingly endless possibilities technology offered to literacy learning. Having experimented with the use of pictures to promote a student’s language and literacy development, I wanted to “move on to the next level.” Not long thereafter, I applied and was admitted to Columbia University’s (Teachers College) Literacy Specialist program.

If the adage is true that “a picture can be worth a thousand words,” then simple logic teaches the inverse is also true: “a thousand words can be found within a picture.” And, if such is the case, the more //picture-oriented// a literacy program can become within theoretically accepted frameworks, the greater the breath (and depth) of learning.

Although many theoretical frameworks that drive developmentally appropriate practices in early childhood education were formulated long before the invention of the digital camera, clearly the those theories support the use of photographs in early learning environments. Without question, the use of “visual aids” as part of best practices for teaching early childhood literacy also predates the use of digital cameras. I often wondered then, what new can be uncovered when digital photographs supplement already in-place learning programs and patterns?

Critical Incident:
Evan, a kindergarten student, was having difficulty working independently during writing workshop. He and I had carefully reviewed certain strategies that were to be incorporated into his work-product. However, after our conference, Evan, in sad frustration, claimed that “he went blank.” During our next mini-lesson, Evan and I created a chart. I thought this would be helpful to Evan as he was about to begin working independently. In addition to seeking help from me, Evan also had his “buddy” to talk with about questions related to the chart. Nevertheless, I still did not see significant improvement. At this time, digital cameras were relatively new and infrequently used in the classroom as a literacy learning tool. I decided this was a good time to utilize the camera in his literacy development. My plan was as follows: first, I would take a picture of the students as they were engaged in the strategy that I had explained during our mini-lesson; next, I would attach digital photographs of our classroom activity to the chart.

Evan was suddenly able to read the chart, thrilling us both. Afterwards, Evan’s work improved dramatically. I further discovered that the digital pictures I used, having been produced (then stored) on my computer, could easily be reprinted. This allowed me to produce a small chart containing digital photographs highlighting what I wanted Evan to integrate into his writing folder.

It was at this time that I began to realize the potential for appropriate uses of digital cameras and digital photography within a classroom setting.

What Research Says...(Theoretical):
 The use of digital cameras in teaching and learning has many benefits that prove to support student comprehension, retention, and application. Photographs can be related to spatial intelligence, student motivation to learn, and conditions of instruction, which are all established models and theories in education. One argument to support the rational for using digital photography in early childhood education is the theoretical frameworks that contribute to the foundations of developmentally appropriate practice. Please refer to Table 1.1 for a summary of developmental and instructional theorists’ concepts and the use of digital photography.

 Many theorists have contributed to the understanding of how children learn; yet not one theory can adequately explain such development. Theoretical frameworks supply the rationale for many practices in early childhood education (Good, 2009). Similarly, multiple theoretical frameworks can provide rationale for using digital cameras/ photographs in early childhood education. I intend to show how certain theories support the use of images in early childhood education and how this can benefit a child's literacy learning.

 Few would disagree with the Constructivists argument that children need to have "hands-on" opportunities in order formulate meaning from an activity. Digital cameras can provide such an opportunity for young learners. Jean Piaget, a well-known theorist who has greatly influenced developmentally appropriate practices in early childhood education offers in his cognitive stage theory that young children learn through their senses and interaction with objects. He also suggests that children “observe” from their own points of reference and cannot assimilate another’s perception of things. Digital cameras enable a teacher “to make children a part of the curriculum.” One way is to include students’ photographs in curriculum materials and/or books. If a child's photograph appears in a book, the child is more likely to be motivated to read that book. Children are more likely to persevere at a task when they are motivated by and linked to it. Digital cameras provide that connection.

 The use of digital photography in the classroom can also be sustained through John Keller's model that seeks to guide teachers in promoting and sustaining learner motivation. Effective classroom practices capture students' curiosity and unique interests. Individualized motivation can be attributed to a students' “feeling” that learning is an important facet in their lives (Good, 2009). Digital photography can be used to help students identify and relate to “real-world objectives,” people, and places; in turn, allowing them to find relevancy and practical usefulness.

 Educators must not overlook nor undervalue the fact that students learn through different modalities. Integrating digital photography can attain students' attention through accommodating various learning styles. For example, digital photography can be used to tell stories, illustrate contemporary events to which students can relate, and aid learners in understanding complex ideas. This supports Gardners theory of multiple intelligences wherein he posits that humans have many different ways of learning and comprehending. Gardner suggests that instructional activities should appeal to different forms of intelligence. Two of such that are immediately fostered are intrapersonal and interpersonal intelligence. When students see themselves at the center of learning materials, they meet their intrapersonal intelligence. When students see others and “think about” the images of others in curriculum materials, interpersonal intelligence is fostered. Additionally, these two types of intelligences are addressed whenever curriculum material includes photos of children expressing various emotions.

School and Classroom Context:
The majority of my research (and related activities) was conducted in a public first grade classroom on the upper east of Manhattan. The community is affluent. (Some references are also made to my prior research at a public kindergarten class, also on the upper east side in Manhattan.) The demographics of both appear to be similar.

My (test) first grade consists of twenty-two students from diverse backgrounds. As I conduct this research, I will be engaging an entire class, small group(s), and one-on-one settings. The small group is composed of four students that are “struggling” with reading and writing. In addition to implementing the actions for MARP, I will be meeting with this group for Guided Reading lessons three times a week. Ryan, with whom I will work one-on-one, has not been classified; nor does he appear to have noticeable language “barriers.” However, he is performing well below grade level. A request has been made (by the classroom teacher) that Ryan be evaluated; notwithstanding, his parents are contesting that decision. My desire is that through calculated one-on-one sessions with Ryan and through differentiating lessons and materials that incorporate a prominent use of a digital camera, both his reading and writing skills will dramatically improve.

My initial group activity was designed to assess how familiar the students were with digital cameras and whether (or not) such cameras had been a learning tool for them. What I sought to further establish was a possible awareness that perhaps a digital camera might help them to learn.

What I discovered was that many students knew //about// digital cameras through computer use and visual observations from “saved files.” Awareness, therefore, correlated with home, not only school usage. About three-quarters of the class said they had actually used a digital camera to take a picture of family and/or friends. I have previously explained my reasons for doing so at greater length in Cycle-One, but do believe that it is necessary to carefully explain what a digital camera is; especially as opposed to a film-based camera.

Currently, our class is undertaking a readers workshop unit of study focusing upon non-fiction books. Incident to that reading workshop is a tangential unit of study (writing workshop) on writing "How-To" books. The next units of study will be (reading workshop...): "Readers are brave and resourceful when we encounter hard words or tricky parts in our books.” Its parallel, (writing workshop...) entertains "Persuasive letter writing." My research task will be to discover (and implement) the most appropriate uses for digital cameras as a teaching tool in each of these units of study.

When I introduced myself to the class and enthusiastically explained what “our” collective task was going to be, one student was quick to ask: "Do you mean WE are going to be taking our own pictures in school...we can use cameras?" When I responded with a cheerful “yes,” their excitement was so evident…and that excitement reinforced this MARP selection.