Chapter 9: Visualizing with Technology

Visualizing Scientific Ideas with Computers
I think that this section was not really relevant to elementary school students. While both the chemistry and geography visualizing tools are interesting, I think that actually using them intensively would be too much for children. Even in college chemistry, I was not that confident using models of atoms. I think that the modeling software would be okay for teachers to use as an introduction to chemistry topics such as bonding but I don't think there are very many chemistry topics in elementary school.
I know that map reading and geography are concepts discussed heavily in elementary social studies, but I feel like the complicated maps of the suggested websites are too much for children. I sometimes look at Google earth but just for fun. I could not imagine using it for educational purposes. Maybe I would be more convinced if the book went into more depth about how to use the actual software in elementary classrooms.

Visualizing Mathematical Ideas with Technology
I also feel like this section was focused on technology that was too dense for elementary students. I went to both the Mathematica and MathLab websites and both seemed to be geared towards companies or professionals. I feel like investing in this type of program for elementary students would be a waste of money because it probably will be expensive and not get used to its full potential.
However, I did like the section on Tinker Plots. In our math class, we talked about how statistics often gets relegated to the end of the elementary curriculum and delved into only if there is excess time. I think statistics is an importatnt subject for students to know and the Tinker Plots software allows students to explore the polling/graphing capabilities of statistical knowledge.

Visualizing with Digital Cameras and Mobile Phones
Although this section of the book was relatively short, I feel like it has the most potential to be used in the elementary grades. Many families own a digital camera and some students may even have a cell phone with camera capabilities. These resources could be tapped in any classroom.
I really like the idea of students acting as reporters and finding pictures that capture the essense of their message. I feel like reporting involves the integration of many subjects such as language arts, science, mathematics (if students analyze data), and literature. I think a really awesome idea for an elementary classroom would be for students to put out a weekly newspaper that includes whats happening in the classroom, school-wide, and students' reactions to world news. This type of project would integrate many subjects and would be a way to bring parents into the school community.

Visualizing with Video
While I think video can be used effectively in the classroom setting, I feel like the types of uses for video explained in this section would be more suited for use in the computer/technology class. The uses are more in depth than I'd expect in a general education classroom however, I could definitely see collaboration between the technology teacher and the general education teacher.
For the digital story example, I could see the general classroom working on a collaborative writing assignment which would be used as the basis for the digital story. The content could be personal or academic but the class would be working together with the goal of a video in mind. When the class went to the computer/technology class, they could take their stories and the technology teacher could help children become familiar with the technology and create a video.
I think that the video feedback discussed in this chapter is also a beneficial use of video. This video could be used in the general classroom because it is not too time consuming nor difficult to understand. Video feedback could be used to enhance students' public speaking skills or interpersonal interaction. The teacher could video tape students but then offer private time for students to watch the video. I think it would allow students time to reflect on their actions but without a hostile or judgmental environment.