Embracing Languages and Technology as Tools in Reggio Inspired Schools

Presented at La Scuola's Roundtable on 2/21/15.

Transcript

1. Round table 2014 – 2015 “Embracing Expressive Languages and Technology As tools in Reggio Inspired Schools”
2. Digital Media in children story telling. Grandissimi, digital media, 4-5 years old
4. Recording sounds
5. Exploring a sound module
6. Uploading sounds from the sound module to the computer
7. Digital Media in K to 3rd grade and Doposcuola
9. Digital Media K – 3 grade
20. In 1st 2nd and 3rd grade the stop motion animation were inspired by the work of Keith Haring. We used some of his work as a provocation. This series Haring work is inspired by movement and we ask the children if we could find a way to make a picture move.. And the reply was yes… a video!!! The children combined the digital working experience with the manual one, cause they created plastilina stick man inspired by the graphic world of Keith Haring.
21. The all experience was directed by the children, they not only shot the video but also created the characters who were moving on set.
22. Standing Moving Dancing
23. The use of technology in our garden
24. The Case of the Disappearing Kale
25. “The mystery animal only likes kale but not the scallions. I’m not sure it’s aphids that would eat it that quickly.” (Madeleine) “A slug!” (Keenan) “Maybe it’s not a bug.” (Matteo) “It might be a mouse.” (Keenan) “I didn’t know a mouse could eat kale.” (Theo) “I think what actually ate it was a raccoon. They’re talented and they can climb really good.” (Emi) “Sneaky. They are really smart creatures.” (Leo Schriber) What could it be?
26. How can we find out?
27. Some children share their interest in using technology to find out. “A spy camera.” (Leo Solari) “A spy camera would tell you what it is.” (Keenan) “Maybe if we had a camera that could see everything. Then if you had an app on your phone…” (Olivia) “It’s a camera that has a light and a sensor and we put it by the kale and when the animal or bug comes it takes a picture.” (Leo Solari) “It zooms in!” (Keenan)
28. Making Decisions: When is the right moment to bring in technology? When is it a tool that adds to the learning possibilities as opposed to taking away opportunities?
29. First, An Experiment with Fencing
30. “It can’t be a bug. It could have been a raccoon.” (Keenan) “It might have been harder to lift (the metal fence]” (Alessandra) “It can’t be a bug because nothing got through the holes.” (Elliot) “Then I think it should be a raccoon.” (Madeleine) “And a slug could go through the holes. A mouse maybe. It has to be big enough that it can’t go through the holes.” (Matteo) “First I thought a mouse, but after [the experiment] I thought a raccoon because the plastic is all ripped up.” (Olivia) “Maybe it didn’t eat [the one under the metal fence] because it was full already.” (Theo) “Maybe next time we should put out one [kale] at a time to check that because this time there were 3 [kales].” (Matteo) “It’s been so long too [since we set up the experiment] that maybe different things ate them.” (Olivia) “We had 3 kales and scallions and that test. I think if he ate all 3, he wasn’t full, he just couldn’t get to it [under the fence].” (Leo) “Why are we calling it the Mystery Animal instead of the Mystery Animals? It could be one mouse comes one night and then a raccoon – a whole ‘nother possibility.” (Madeleine) “A raccoon would eat the mouse. I think. If we find a dead mouse…” (Leo Solari) “How do we know a mouse or raccoon eats kale?” (Alessandra)
31. Last: Bringing in Cameras
32. Viewing Images
34. .  
37. The children’s reactions
38. Case Solved!