Document+camera




 * Instructional Uses of the Document Camera to Instruct on Math IEP and Alt-MSA Goals and Objectives

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__Maryland__ ****__Teacher Technology Standards__** · Design, implement and assess learning experiences that incorporate use of technology in a curriculum-related instructional activity to support understanding, inquiry, problem solving, communication and/or collaboration. o 4. Use appropriate instructional strategies for integrating technology into instruction.
 * V. Integrating Technology into the Curriculum and Instruction **

· ** Select and use technology tools to enhance learning ** o Use technology tools, including software and hardware, from a range of teacher-selected options to learn new content or reinforce skills.
 * __ Maryland __****__ Technology Literacy Standards for Students __**
 * A. Learning **

**__Description of Lesson __** The document camera was used to enhance instruction on the Math IEP goal of "Given sets of objects, student will identify which set has more/less" and the Alt-MSA Mastery Objective "Given a single bar graph, student will analyze data". The class did an experiment on evaporation using two cups of water (see slide #3). The results of how much water remained in each cup after 8 days in a sunny window was charted on a single bar graph (see slide #4). The teacher and paraprofessional used red and blue linking cubes (the same colors used on the bar graph) to illustrate the concept of more and less. After the students had an opportunity to explore the linking cube stacks (see slide #5), the red and blue stacks were placed on the document camera (see slides 6 and 8). The enlarged, bright visual image engaged the attention of the students with visual impairments (see slide #7). The students' attention was drawn to the similarity of the red and blue linking cube stacks and the red and blue lines on the single bar graph. The students were then asked to identify which stack of linking cubes had "less" and/or which category on the bar graph showed "less".

__Reflection: __** I had intended to use the Document Camera only as an enhancement to my math lesson on more/less using the red and blue linking cubes. Most of the students in my class have visual impairments and I anticipated that using the Document Camera would allow them to visually attend to the linking cube stacks. After the first use of the Document Camera, I realized that the linking cubes I had selected were the same colors as the bars on the single bar graph we used to chart the results of our water evaporation experiment. In the next lesson, I incorporated both concepts (finding the bar/category with "less" on the bar graph and selecting the linking cube stack with "less"). My students visually attend to the Document Camera images more than they do to paper images held at eye level. They appear to be less distracted by other people in the classroom when the Document Camera is in use.
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