by Jeff Bailey
Note: This is a cross post from Maine Ideas in Education
As one of the staff members in my building that has the unofficial responsibility of supporting technology integration I am constantly re-explaining how to set up, configure, build or find things for teachers. We recently changed our web publishing tool in district and somehow I got tagged with the responsibility of training anyone who was interested in how to make and maintain their web page on the school server. I could already see the 40 separate one-on-one sessions I was going to have to have to explain the nuances of the process and I wondered how I would survive. As in most cases, I was able to find a technology tool that would help me be more productive.
A screen cast when you use a program to record what is happening on your computer screen. Most of these tools let you include audio (usually your voice) from your computer's microphone. This is perfect for those of you who have to explain things on a computer screen often. Screen capture is similar but only takes a still image of your screen and some screen capture programs let you draw on, circle and type on top of the image to point things out or give direction. Surprisingly, many of these tools, which used to cost money, are free! Here are some I've played with.
Jing. This is the best one I have used so far. It is a program that you will need to download from their web page, but it is free. It's available for PC and Mac, and can be running in the background until you need it. It does video, audio, screen cast, screen capture and lets you edit the pictures you take. Additionally, it has some great sharing features that let you save the file on your machine, on your free screencast.com account (comes with the program), ftp, or even embed the code into a blog or web page. You can even share on Flickr. Great tools and really helpful tech support (I ran into a small snag with installing but the staff responded quickly and efficiently).
Camtasia. This is downloadable software that offers a 30-day free trial (after that it's quite pricey). But, for 30 days you get the fully functional version that lets you do basically all that Jing does more smoothly and integrates with PowerPoint, lets you add audio during recording or after and even has an editing function that lets you fine tune your screen cast. This is great if you want to make a really powerful presentation and you can do it in the 30 day window. It appears to be a PC product only. This blogger says you can get a free older version of Camtasia until January 7th, 2008. So if you like this tool, get it now.
For those of you who are not allowed to add programs to your school computer, there is an online tool alternative to these. Screencast-o-matic.com is an online, free screen casting tool. It lets you define the area of the screen you'd like recorded, lets you choose to use audio and will let you download the finished file or share it on their website. It's honestly a little murky in terms of the screen clarity, and sometimes the audio skips a bit, but as far as a free way to try out screen casting, this is a great place to start. No need to install software, but you'll want a high speed connection to work with, and you might need to update your Java (the site links to Java's update page to see if you have the right one so it's a free easy fix if you don't). Works with Mac or PC. The nice part about this site though, is that you can look for screen casts others have done in a searchable database (why reinvent the wheel when someone already has the definitive "How to use Screencast-o-matic Screen cast").
So what would a teacher in a classroom use these tools for? They have many implications beyond technology training. For example, imagine a writing teacher recording his/her writing and thought process in a video file to share with students how they plan, draft and edit. Imagine taking students on a tour of a website like Wikipedia and pointing out want makes it a credible source and what to look for when doing research citations. Or making a screen cast or capture of your class or school website for as a tour for parents and community.
Even better yet, why not have students make screen casts to edit each others papers (think aloud peer editing), review websites, teach how to use a program, or voice over in a foreign language. Why not have students make screen casts teaching staff how to use technology tools? There are all kinds of possibilities here when you start sharing what you see with others.
Saturday, January 12, 2008
Friday, January 11, 2008
Stratification in School
by Ed Latham
Professional sports have constantly adjusted to ensure that new and existing talent is spread out among all of the teams in the sport. There have been some swings in different sports where one team seems really stacked or one team looks like it has some high school kids playing in the pros. These variances do not stay in place for long because each league runs directly from the money revenues from all of its teams and not just the best one. Another philosophy at work is to keep fan interest in every team by having a few star players on each team to give the fan a reason to watch the product. It is too bad that professional sports can not look to the education system to learn about how to spread things out.
I get to work with many wonderful staff. In every discussion about teacher composition, discussions come up about this personality or that personality. The level of consistency has allowed some to even make up education simulation games that include personalities and attitudes that are present in every system. How is this possible? We have little schools, big schools, ethnically diverse schools, economically advantaged systems, as well as poor systems and yet with all of the variables that differentiate schools from each other we can point to personalties or habits that seem to exist in every staff.
I was recently in a wonderful Math Leadership (AML) meeting in Bangor. The session was centered around the concept of how change happens in school and what strategies are most effective. One new concept for me was the idea that every group of people has 5 types of Adopter Types. When a change is presented, people will adopt that change at different rates.
Innovators will jump right in and play while learning. Leaders will be excited about the ideas but show a bit more restraint and thought before jumping on board. Early Majority types will be keen on the idea, but they must see some level of success in others before they will jump on board. Late Majority people sit back and wait until they "have to" try it out before they start on the path. Then we have our Resisters that feel the change is a total waste of time and not worth their attention.
I knew about these divisions to some extent, but I was shocked to hear about how all 5 parties show up in almost any organization of people when a change is started. This includes business, governments and other parties. This brings to mind many questions. I would love to hear people's response or ideas concerning the following...
1). Is it possible to assemble a staff of Innovators or maybe Innovators and Leaders to make up a school? This staff would be very open to changes and shifts. Is that a good thing? Would there be a constant state of change? Most importantly, over time would this group stratify to form the 5 groups (Innovators, Leaders, Early Majority, Late Majority, Resisters)?
2). Do the Adopter types shift depending on the nature of the Change? It seems logical that we all may be more open to some changes and more resistant to other changes, but how do those thoughts and feelings drive our professional efforts in the field? In our roles do we actively shift our Adopter role depending on the nature of the change at hand?
3). Education has been criticized by many for being particularly slow to change over any number of years. Education seems to always be "behind the curve", "way off balance", or "not on track". Listening to more experienced teachers, they all can point to the cyclic nature of Education trends. Why is it that Businesses can adapt to changes and move on but the perception is that Education is constantly chasing it's tail?
We always plan things in Education, we may even start out on a path, but then things die out and resume to some "norm" only to wait until the wave starts up again. Some have claimed that if the Leviathan that is Education can not become a more flexible and adaptive system, our culture and quality of life will suffer in just a few generations. With 4 teenagers at home, I am already afraid of the signs I see from today's younger generation.
Our kids will be competing on a more global level than any proceeding generation. Data has been collected over the last few decades demonstrated some dramatic educational differences between countries. Do those systems have the same inability to change? If they do, how do they deal with change? Our team, (USA ED System), seems to be loosing something and falling behind in the league. Is it a manager's job to change it? Does the responsibility fall to the coaching staff? How about the players? What role do they have? Do the fans have any part in helping things get better? In sports, the answer to all of these questions is at least a partial yes! Sadly our Educational team continually stratifies into differing factions and the energy out there waxes and wanes as innovations burn out trying to light a fire made up of a wide variety of flammable and inflammable materials.
by Ed Latham
Professional sports have constantly adjusted to ensure that new and existing talent is spread out among all of the teams in the sport. There have been some swings in different sports where one team seems really stacked or one team looks like it has some high school kids playing in the pros. These variances do not stay in place for long because each league runs directly from the money revenues from all of its teams and not just the best one. Another philosophy at work is to keep fan interest in every team by having a few star players on each team to give the fan a reason to watch the product. It is too bad that professional sports can not look to the education system to learn about how to spread things out.
I get to work with many wonderful staff. In every discussion about teacher composition, discussions come up about this personality or that personality. The level of consistency has allowed some to even make up education simulation games that include personalities and attitudes that are present in every system. How is this possible? We have little schools, big schools, ethnically diverse schools, economically advantaged systems, as well as poor systems and yet with all of the variables that differentiate schools from each other we can point to personalties or habits that seem to exist in every staff.
I was recently in a wonderful Math Leadership (AML) meeting in Bangor. The session was centered around the concept of how change happens in school and what strategies are most effective. One new concept for me was the idea that every group of people has 5 types of Adopter Types. When a change is presented, people will adopt that change at different rates.
Innovators will jump right in and play while learning. Leaders will be excited about the ideas but show a bit more restraint and thought before jumping on board. Early Majority types will be keen on the idea, but they must see some level of success in others before they will jump on board. Late Majority people sit back and wait until they "have to" try it out before they start on the path. Then we have our Resisters that feel the change is a total waste of time and not worth their attention.
I knew about these divisions to some extent, but I was shocked to hear about how all 5 parties show up in almost any organization of people when a change is started. This includes business, governments and other parties. This brings to mind many questions. I would love to hear people's response or ideas concerning the following...
1). Is it possible to assemble a staff of Innovators or maybe Innovators and Leaders to make up a school? This staff would be very open to changes and shifts. Is that a good thing? Would there be a constant state of change? Most importantly, over time would this group stratify to form the 5 groups (Innovators, Leaders, Early Majority, Late Majority, Resisters)?
2). Do the Adopter types shift depending on the nature of the Change? It seems logical that we all may be more open to some changes and more resistant to other changes, but how do those thoughts and feelings drive our professional efforts in the field? In our roles do we actively shift our Adopter role depending on the nature of the change at hand?
3). Education has been criticized by many for being particularly slow to change over any number of years. Education seems to always be "behind the curve", "way off balance", or "not on track". Listening to more experienced teachers, they all can point to the cyclic nature of Education trends. Why is it that Businesses can adapt to changes and move on but the perception is that Education is constantly chasing it's tail?
We always plan things in Education, we may even start out on a path, but then things die out and resume to some "norm" only to wait until the wave starts up again. Some have claimed that if the Leviathan that is Education can not become a more flexible and adaptive system, our culture and quality of life will suffer in just a few generations. With 4 teenagers at home, I am already afraid of the signs I see from today's younger generation.
Our kids will be competing on a more global level than any proceeding generation. Data has been collected over the last few decades demonstrated some dramatic educational differences between countries. Do those systems have the same inability to change? If they do, how do they deal with change? Our team, (USA ED System), seems to be loosing something and falling behind in the league. Is it a manager's job to change it? Does the responsibility fall to the coaching staff? How about the players? What role do they have? Do the fans have any part in helping things get better? In sports, the answer to all of these questions is at least a partial yes! Sadly our Educational team continually stratifies into differing factions and the energy out there waxes and wanes as innovations burn out trying to light a fire made up of a wide variety of flammable and inflammable materials.
by Ed Latham
Literacy for ME
Literacy for ME
PDF for Universal Literacy Elements for Deeper and More Powerful Content Learning
Noteshare Web Notebook on Universal Literacy Elements
Jill Spencer's Portaportal on ULE
Jill Spencer's Maine Literacy Portaportal
For Mac users -- NoteShare notebook is available in Jill Spencer’s public folder on iDisk: Finder/Go/iDisk/Other User’s Public Folder (member name: jillspencer)
Thursday, January 10, 2008
Maine Ideas in Education
Maine Ideas in Education Blogby Western Maine English Teacher, Jeff Bailey
MVHS English Department
21st Century High School Teacher Tools & Resources
Wicked Decent Learning
Tuesday, January 8, 2008
Parents
My father grew up on a farm and then worked as a welder in the Rumford papermill as an adult, not a job he particularly liked, but one that paid the bills of a household of five children and a wife. His hobby was reading everything he could about the stock market, buying stock, and following the ups and downs in the morning paper.
My mother grew up in a Franco-American home with 8 brothers and sisters where French was the primary language and English the second language. During the Depression, they all lived on her grandparents' farm in order to survive. Due to poverty, she was not able to attend high school. Nevertheless, she was, and is at 86, a voracious reader and life-long learner.
Some of my parents' expectations:
1. "Supper" was a sacrament and we were expected to be there.
2. There's always room for one more at the table.
3. Treat people of all stations of life with equal respect.
4. Do your best.
5. It was never explicitly talked about, but simply "understood" that all their children would become college graduates. And so it became . . .
Jim - B.A. economics, UMO
Bob - B.S. civil engineering, UMO
Sue - B.A. art, Goddard
Mike - B.S. education/social work, UMF
Dave - B.S. business, UMO
How did your parents make a difference in your life?
What is your story?
Aspirations: 8 Conditions
My mother grew up in a Franco-American home with 8 brothers and sisters where French was the primary language and English the second language. During the Depression, they all lived on her grandparents' farm in order to survive. Due to poverty, she was not able to attend high school. Nevertheless, she was, and is at 86, a voracious reader and life-long learner.
Some of my parents' expectations:
1. "Supper" was a sacrament and we were expected to be there.
2. There's always room for one more at the table.
3. Treat people of all stations of life with equal respect.
4. Do your best.
5. It was never explicitly talked about, but simply "understood" that all their children would become college graduates. And so it became . . .
Jim - B.A. economics, UMO
Bob - B.S. civil engineering, UMO
Sue - B.A. art, Goddard
Mike - B.S. education/social work, UMF
Dave - B.S. business, UMO
How did your parents make a difference in your life?
What is your story?
Aspirations: 8 Conditions
Monday, January 7, 2008
Interactive Whiteboard Workshop
We are investigating ways of making use of interactive whiteboards this afternoon at the Crescent Park School in Bethel. Here's the agenda. We'll be making use of the small, portable variety of Smartboards and the excellent software that comes with them.
Saturday, January 5, 2008
Richard Dreyfuss and Democracy
"Tools of Civics: reason, logic, clarity of thought, dissent, debate, and civility"
~Richard Dreyfuss
Dreyfuss gets his chronology mixed up in a few places, but what do you think of his point?
Note connection to Neil Postman's Narrative: "The American Experiment" (the story of America as a great experiment and as a center of continuous argument)and earlier post on Maine's Common Core of Learning Revisited.
See also Jamie McKenzie's latest article titled "Brave New Citizen" at From Now On
Thoughts?
Flickr Photo by Louder
NCSS Thematic Strands: Civics
Friday, January 4, 2008
The Maine National Guard and the Adventure Program
Today I found myself catching up on paperwork (or perhaps a better term would be organizational-work) in my tiny cubicle on the perimeter of the Oxford Hills Middle School library. This is often a great place to be because (1) there is a wealth of AC outlets within easy reach, and (2) as a multi-purpose area, I am often introduced unexpectedly to many special activities that are happening in the school. Today was no exception when seventy-five 7th graders filed in and two national guard instructors. I was about to experience the 2nd day of the Adventure Program that has a history at this school. Students have two classes on decision-making, cooperative learning, and team-building . . . and in the Spring will go to Bog Brook for outward-bound type activities.
Although this Maine program is not without controversy, I was impressed with the focus, which was process skills, and the enthusiasm of the facilitators.
This particular activity today was to have students work as teams to develop an egg-catcher, given a set of materials with which to work. It culminated with a contest to see which worked the best. Students described how they created their "catcher" and the reasoning behind it. Engaged Learning!
Do our schools have something to learn from military training methods?
Although this Maine program is not without controversy, I was impressed with the focus, which was process skills, and the enthusiasm of the facilitators.
This particular activity today was to have students work as teams to develop an egg-catcher, given a set of materials with which to work. It culminated with a contest to see which worked the best. Students described how they created their "catcher" and the reasoning behind it. Engaged Learning!
Do our schools have something to learn from military training methods?
Thursday, January 3, 2008
Taming the Beast
There seems to be a coming-of-age event that people of my generation are increasingly experiencing, if not thoroughly enjoying. I am speaking of the wondrous colonoscopy. I will spare you the specific details, but suffice it to say, should you have airs of self-righteousness or a certain holier-than-thou dignity, it certainly quite effectively pulls you back down to earth. I speak from personal experience over the past 2 days. :)But on a high note . . . I also finally got my chance to read Jason Ohler's Taming the Beast - Choice & Control in the Electronic Jungle (1999) which I had bought months ago on Amazon. I had frequently visited Ohler's website, so I was no stranger to the questions he has been asking. Both his work and that of Neil Postman play much into my own thinking about the place of information and technology in our schools and culture. My view: Jason Ohler gets it!
Sure would be great to have him as a conference speaker in Maine for a refreshing viewpoint. What do you think?
More Jason Ohler Links
Medical Sites:
eMedicine
Mayo Clinic
Medicine.net
Jackson GI Care
Medicine Plus
Wednesday, January 2, 2008
iMovie 8 and Atomic Learning
Okay, I'll admit that I had been putting off learning how to do iMovie 8 after looking at it briefly this fall. I had grown so accustomed to the earlier format which had been quite consistent through the iterations to this point. Now Apple has the audacity to plunk this foreign-looking application in front of me! But you know what . . . it ain't so bad. Since I'll be using iMovie 8 on the MLTI MacBooks to introduce movie-making to Vocational Region 9 - School of Applied Tech next Tuesday, I thought it just might make sense that I know what I'm doing before I do the workshop . . . so in comes Atomic Learning to the rescue!
Atomic learning is the only paid subscription I have on the web and well worth the $75 or so to renew each year. Now if I were a young whipper-snapper (what so many people insist on calling digital natives), I might just figure it out on the fly, but I'm afraid I feel a great deal more comfort in having this powerful set of video tutorials in my trunk of resources. So after shoveling out at my small rustic home in Western Maine this morning, I'm spending the afternoon with the convenient, high-quality, just-in-time learning that Atomic Learning provides. I'll view the instruction, play with the application a bit, and then create a project that will make me feel comfortable that I can teach it to others, knowing that I can always review the tutorials anytime that I missed something the first time.
This all makes me wonder why there is any need for programs/applications to be taught locally or at regional or state-wide workshops unless there is also a connection made with utilization and application to needs and issues. I, of course, do realize that we all have different learning styles and the power of learning something with others in the same room can be very motivating and satisfying. Building community is important. Working with others to come up with solutions to real problems is the essence . . . but there is a place for independent life-long learning as well, and increasingly, quality online resources are out there to serve that need.
Where do you suppose it is all leading? What will education look like in 20 years? Any predictions? Hopes?
Apple iLife iMovie 8 Tutorials
Info about iMovie Capabilities at GeeThree
Unlocking iMovie 8 Blog
Andy Dickinson iMovie 8 Review
MacWorld iMovie 8 Review
Download iMovie HD 6.0.3
Pogue: Apple Takes a Step Back with iMovie '08
Atomic learning is the only paid subscription I have on the web and well worth the $75 or so to renew each year. Now if I were a young whipper-snapper (what so many people insist on calling digital natives), I might just figure it out on the fly, but I'm afraid I feel a great deal more comfort in having this powerful set of video tutorials in my trunk of resources. So after shoveling out at my small rustic home in Western Maine this morning, I'm spending the afternoon with the convenient, high-quality, just-in-time learning that Atomic Learning provides. I'll view the instruction, play with the application a bit, and then create a project that will make me feel comfortable that I can teach it to others, knowing that I can always review the tutorials anytime that I missed something the first time.
This all makes me wonder why there is any need for programs/applications to be taught locally or at regional or state-wide workshops unless there is also a connection made with utilization and application to needs and issues. I, of course, do realize that we all have different learning styles and the power of learning something with others in the same room can be very motivating and satisfying. Building community is important. Working with others to come up with solutions to real problems is the essence . . . but there is a place for independent life-long learning as well, and increasingly, quality online resources are out there to serve that need.
Where do you suppose it is all leading? What will education look like in 20 years? Any predictions? Hopes?
Apple iLife iMovie 8 Tutorials
Info about iMovie Capabilities at GeeThree
Unlocking iMovie 8 Blog
Andy Dickinson iMovie 8 Review
MacWorld iMovie 8 Review
Download iMovie HD 6.0.3
Pogue: Apple Takes a Step Back with iMovie '08
Tuesday, January 1, 2008
Do You Remember These?
Readers who are old-timers might connect with some of the images expressed in this Statler Brothers song. Or here is another version from YouTube . . .
This leads me to these questions:
Are we sharing the stories of our cultural past with our children? Are connections being made from one generation to the next in a meaningful manner? Does it matter?
Oral History Interview Resources
Timeline Resources
Resources for Twentieth Century Music, History and Culture
Skowhegan
Keith Kelley's "Half the Man"
Digital Storytelling Resources
Maine Memory Network
Windows on Maine
Northeast Historic Film
This leads me to these questions:
Are we sharing the stories of our cultural past with our children? Are connections being made from one generation to the next in a meaningful manner? Does it matter?
Oral History Interview Resources
Timeline Resources
Resources for Twentieth Century Music, History and Culture
Skowhegan
Keith Kelley's "Half the Man"
Digital Storytelling Resources
Maine Memory Network
Windows on Maine
Northeast Historic Film
Saturday, December 29, 2007
Parenting
"Don't worry that children never listen to you; worry that they are always watching you." ~ Robert FulghumUniversity of Maine Cooperative Extension: Parenting Education
"There are two lasting bequests we can give our children. One is roots. The other is wings." ~ Hodding Carter, Jr.
Parenting 101
Center for Effective Parenting
One Tough Job
Parenting.org
WebMD
Medline Plus: Parenting
Wikipedia: Parenting
Mainely Parents
Maine Parent Federation
Access Maine: Parent Resources
Friday, December 28, 2007
ACTEM ONTime Podcast
Check out this ACTEM podcast conversation about the latest issues on using technology in Maine
ACTEM (Association of Computer Technology Educators of Maine)
ACTEM (Association of Computer Technology Educators of Maine)
Thursday, December 27, 2007
Maine's Common Core of Learning Revisited
"Upon this gifted age, in its dark hour,
Rains from the sky a meteoric shower
Of facts . . . they lie unquestioned, uncombined.
Wisdom enough to leech us of our ill
Is daily spun, but there exists no loom
To weave it into fabric."
~ Edna St. Vincent Millay
It was published when this year's graduating class was born . . . 1990. Whenever I'm ready to throw up my hands in complete frustration at the present federal/state NCLB-induced technocracy, I return to this beautifully written, concise, and straightforward document which possesses so much wisdom: Maine's Common Core of Learning. To me, it gave a vision that has been decimated by the policies of the "little boxes" crowd. It was opening our schools to new possibilities rather than crippling them with added mandates and mindless paperwork.
My well-worn, dog-eared copy of this gem resides within hand's reach of my home office desk. This morning I gently took it from the shelf and have been taking in its wise message one more time.
Although there doesn't seem to be a full digital version of Maine's Common Core available on the web, here is the breakdown of learning that it promoted to give clarity and meaning:
Personal and Global Stewardship
Responsible citizenship requires awareness and a concern for oneself, others, and the environment. It involves interactions not only within the self and family, but between the self and friends, the community, the nation, and the world. It includes the knowledge and care of all dimensions of our selves as humans, an understanding of the group process, and a willingness to exercise the rights and responsibilities of citizenship. Stewardship also includes the study of current geography and foreign language and an appreciation of pluralism and human rights.
Communication
The ability of human beings to communicate through a variety of media with a high degree of specificity is one of our most remarkable achievements. In a rapidly-changing world, communications skills will become ever more essential to our students' future success.
Reasoning and Problem Solving
Knowledge is power. We must help students want to gain knowledge, show them how to get it, and encourage them to use it to reach a new understanding or to create a new product. We must help students learn to reflect on their processes of learning, regardless of their field of study.
The Human Record
The study of the human record not only includes the actions and events of the past but also the constructs of human thought and creativity as they have evolved through time. The human record includes works of literature and the arts; scientific laws and theories; and concepts of government, economic systems, philosophy, and mathematics. In fact, much of what we now think of as "subject matter" in today's curriculum belongs in this section.
Neil Postman in The End of Education (1995) speaks of the need for common narratives (stories, gods) to give meaning back to education. He claimed that our present narratives of economic utility, technology, multi-culturalism, etc. are false gods and not capable of giving meaning to education. Instead he proposed these new narratives:
"Spaceship Earth" (the notion of humans as stewards of the planet); "The Fallen Angel" (a view of history and the advancement of knowledge as a series of errors and corrections); "The American Experiment" (the story of America as a great experiment and as a center of continuous argument); "The Laws of Diversity" (the view that difference contributes to increased vitality and excellence, and, ultimately, to a sense of unity); and "The Word Weavers/The World Makers" (the understanding that the world is created through language — through definitions, questions, and metaphors).
Now while Neil Postman and Maine's Common Core don't agree exactly on the narratives, they do agree that what is missing in education is meaning that comes from making connections.
What do you think?
Science and the Story that We Need - Neil Postman
Book Review of Postman's Book
Neil Postman: A Study Guide
Wednesday, December 26, 2007
Iron Spring Farm
Last week I had the opportunity to shadow my daughter at her work at the Iron Spring Farm in Coatesville, PA. Melissa is responsible for the health and well-being of the horses. After Lissa gave me the grand tour, we dropped into the heated barn space where a visiting vet was preparing to do a series of x-rays on one of the horses using a portable x-ray device about the size of a VHS Camcorder which was connected to an ordinary laptop. Now this wasn't because the horse had any particular health issue; it is now simply standard practice at this farm to periodically do a series so as to have a history of any changes over time and to be able to catch any problem early on. When the veterinarian took a shot of some region, it took only 6 seconds for the x-ray to render on the laptop. He would check it out right on the laptop . . compare to an earlier picture if needed. . .and then go to the next region. I would guess he probably did about 3 dozen shots. All these images are archived with backups and can be accessed quickly in a variety of combinations when they are needed.
The veterinarian said that he had purchased the unit two years ago, that it was initially quite expensive, but that it had paid for itself in a very short time in helping him to diagnose issues earlier. Of course, I would not expect our students to use potentially dangerous x-rays, but don't you suppose it is a valuable skill to understand how things change over time and that time-lapse photography can be a tool to make this understanding more obvious?
With digital photography so inexpensive these days, shouldn't we use it more in our schools?
The veterinarian said that he had purchased the unit two years ago, that it was initially quite expensive, but that it had paid for itself in a very short time in helping him to diagnose issues earlier. Of course, I would not expect our students to use potentially dangerous x-rays, but don't you suppose it is a valuable skill to understand how things change over time and that time-lapse photography can be a tool to make this understanding more obvious?
With digital photography so inexpensive these days, shouldn't we use it more in our schools?
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