Deanna


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Overview

The following Communications Technology (COM) unit iscomprised of three lessons implemented over the course of a two-week period.Students will learn the basics of photography including aperture, shutter speedand ISO and how adjusting these features results in images that are moredramatic. This problem-based unit engages students as they investigate what thelocal municipal government is doing to include area youth in economic growthplans. Students will use a photojournalist approach to share their learning andvision of the impact young people have on our town’s economy with their peersand Town Council. This unit, taught in the digital photography component of theCommunications Technology (COM) course, also encompasses social studiesobjectives resulting in a well-rounded, cross-curricular unit.

The unit will take approximately ten class periods and isbroken down as follows. The first lessonintroduces the problem; how has theTown of Ponoka included youth in their strategic plan for economic development?They will examine the Strategic Plan 2010-2013 (Town of Ponoka, 2010) andprepare questions for a Skype interview with Ponoka’s Economic DevelopmentOfficer. The introduction, preparation for and actual interview with the EDOwill take three class periods. This interview brings the real world into theclassroom and creates an authentic learning experience for students (Cennamo,Ross & Ertmer, 2009).

The second lessonguides students through the basics ofusing a digital camera and has students working in small groups. With theirgroup-mates, students will create wikis to house all they have learned aboutkey photographic elements and how they have used those elements to captureengaging images. They will upload examples of images including the capture settings.As each group member will be responsible for crucial input, the lesson involves“…positive interdependence [and] individual accountability…” (Ertmer &Simons, 2006). This lesson requires 3-5 class periods.

Finally, the last lessonuses digital storytelling to allowstudents to bring all they have learned together in a presentation they willdeliver to the Economic Development Officer. This lesson will requireapproximately 3-5 lessons, including presentation time. Students will usePhotostory3 to present the images they have created to share their vision forhow economic development policy affects Ponoka’s youth. These digital storiesrequire critical thinking and creativity as students work within their groupsto determine which images will most effectively represent their point of viewand have a lasting impact on Ponoka’s municipal officials.

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Lesson 2:

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