The student can, from his/her seat, discuss the visual, and even make changes as the discussion continues. I can take a picture of the student’s visual and display it. Sometimes it worked well, other times, not so well. In the past I have used ELMO to display these visuals. For instance, I may ask them to create a visual of behaviorism or progressivism. When we discuss philosophies, theories, and perspectives, I often ask students to create a visual representation of their views or their interpretation of others’ views. This spring I have also begun to use AirSketch for classroom activities. It is very easy to use and that’s definitely a plus for me. I plan to continue to use the app for classroom presentations. The students were more involved and I found it easier to interact with them. Using the iPad’s camera and mini scan was easier than making copies for students and it was very useful in facilitating discussion. The students and I had clarity throughout the discussion and were able to easily address areas of concern. I liked being able to focus on sections of documents by highlighting and circling. They could respond, ask questions, or discuss while highlighting or even writing on the material on the screen. The students did not have to get up from their seats and go to the front of the class. As the students asked questions or responded, I was able to give them my tablet so that they could also highlight or circle information. It was also easy to select a writing tool to highlight or circle specific information for discussion. Once I had the document up on the screen, I could walk through it with my students. I then chose the document that I wanted to use. To use AirSketch, I just had to open the app and type in the displayed URL into the computer in the classroom. After downloaded examples, I was able to take pictures of the documents to share with students by using AirSketch. The material includes diaries, interviews, and minutes. I was able to download some of the material to use in class. The primary documents the students are using are located at the Avery Center and available on line in digital format. To help introduce my students to this type of material and I wanted to work with them as a group to facilitate discussion. Students are required to read and interpret primary source materials to respond to questions on the history of education in Charleston and the Lowcountry. I am teaching a class that requires the use of primary documents for a writing assignment. I have used AirSketch in two types of assignments, a primary source analysis paper and in-class assignments requiring visual representations. I could present, discuss, and highlight material without being tethered to the computer. I wasn’t certain how I would use it in class, but I was attracted to the freedom it provided. Although I must admit I was impressed with AirSketch when I first saw it. Initially I was overwhelmed with the sheer number of available apps. I was a participant in the Summer 2013 Summer FIT. Our guest blogger is Faye Hicks-Townes, a faculty member in Teacher Education.
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