001+Document+Cameras





Nicole Long LIndsay Herrmann Jasmine Deloatch

Technology has grown in all aspects of life within the past few years. The classroom has been one of those areas. Teachers are excited to try new technology in the classrooms and to learn new and creative ways to teach students. Students have also grown to enjoy technology in aspects of their life and adding technology into the classroom seems to be a great way to intrigue to students as well as get them involved into their learning. Document cameras have done just that. Document cameras have engaged the students one hundred percent. The hands-on learning has amazingly increased students love of learning and being involved in enhancing their learning. The gadget isn’t only for benefitting the teachers it benefits the teachers as well.

History
Document Cameras also known as projectors have evolved tremendously throughout the years and many scientists, artists, and educators have put forth so much information in order to create the first successful document camera. Signs of this invention started in the early 1800’s starting with three men Joseph Nicephore Niepce (1765- 1833) and Louis Jacques Mande Daguerre (1789-1851) in France and William Henry Fox Talbot (1800-1877) in England (Rosenblum, 2011). Daguerre and Niepce teamed up in 1829 and developed a contraption to reflect an image on another surface due to reflection. After Niepce’s death Daguerre sold this invention to the French, then the invention was presented to the French Academy of Science in Paris. This presentation involved a silver plated sheet of copper made to be sensitive to light due to the exposure to iodine vapor. Then followed by applying a thin layer of silver iodine on the surface, after placing the sheet inside the camera he added mercury to produce an image on a screen. Since then the methods of developing a picture have changed, for example instead of developing the picture using a salt solution they soon used hyposulphate (hypo) instead.

Since the early 1800’s document cameras have improved in quality and quantity. The classroom has probably been one of the best ways to experience the evolution of document cameras. Public schools used to have Overhead Projectors which used a thin roll of plastic that teachers would write on, using the lens overhead the image would be provided on a large screen. Now there are document cameras that are smaller and portable, for example a document camera now a days is so small it can fit on any students desks and you have to do is place the camera above whatever material you are trying to project. Some classrooms even have the document cameras that are attached to the ceiling; this is also attached to a smaller projector that is of a medium size. As you can see the evolution of this invention has been tremendous and used a lot of help from others.

Integration into the classroom
Recently within the last few years technology has grown and became an asset to the education classroom. The teacher and the students both benefit from the addition of technology in the classrooms. One of these additions includes document cameras. A document camera is a device that captures visual images by using a video camera mounted vertically on a base. Document cameras can easily be incorporated into the classroom and used by both students and teachers. This device is very versatile with many subjects and can easily be used every day within the classroom. The document camera may be the easiest technology to integrate into the classroom since the chalkboard.

There are many ways a teacher can incorporate document cameras into the classroom. One way this can be done is by Projecting textbooks onto a screen, this offers a new and better way communications that can developed between the teacher and the student because all eyes will be looking up. This also allows the students to be more interactive with the textbook. Document cameras can be incorporated into everyday subjects. For example, in science classes, a student can see the teacher dissecting a frog that is displayed so that all of the class can easily see or the teacher can easily show the difference between different types of insects or bugs. Document cameras can also be used in art classes; students can watch and see more clearly the techniques on brush strokes, molding clay, mixing colors and different textures. A way for the students to use a document camera is to have them use it to present their projects. This is a great way to create enthusiasm for both the presenter and audience. Document cameras can also be used for Show and tell, math manipulatives, demonstrating letter formation, maps, photos, worksheets, and many more.

A document camera is one of the easiest and quickest ways to integrate technology into a classroom. The classroom document camera is an amazing tool that allows students to have a more dynamic and interactive classroom. Regardless of the subject being taught, document cameras will help make the most out of any lesson plan by allowing the teacher to move past the whiteboard and into the world of three dimensional shapes. Overall, document cameras are a great piece of technology to incorporate into the classroom.

Benefits
There are very few special skills needed to use this piece of equipment. A classroom document camera can be connected to a DLP/LCD projector through a computer or connected directly to a DLP/ LCD projector. This one piece of classroom technology can be used to actively engage students in the learning process. Visual learners will benefit from the use of a classroom document camera by seeing small items, text, demonstrations in a much bigger way. Hands-on learners can also benefit from the use of a document camera by allowing them to be the ones placing objects or items under the document camera and explaining what they are showing. Another benefit of using a document camera is the decrease in copying expense. Schools are always looking at ways to maximize the financial resources that are available. A classroom document camera can drastically reduce the amount of copying a teacher has to do. Instead of copying 30 quizzes for a class, place 1 copy of the quiz under a document camera and either have students answer the questions on a sheet of paper or use clickers such as the Classroom Performance System (CPS) to have students answer the quiz questions. Many teachers refer to all classroom document cameras as "Elmos" but there are several companies that make document cameras including Elmo, Epson, and Lumens.

Document cameras are here for people to use in the work setting, classroom, and any other event that requires enlarging of any kind of print. Document cameras may be a tiny bit pricey but they are handy pieces of equipment to have in a classroom. You may have seen them growing up, they were a lot larger back then but now they are easy to move around, light, and convenient! Think about it this way, you want have to print or copy so many papers and everyone can focus on the same thing. Basically a teachers dream!

=**Sources**= Rosenblum, N. (2011, March). History of Art-Photography. Retrieved from http://www.all-art.org/history424-1.html Document Camera Experts. (2008). Document camera experts. Retrieved from [] Rom, Mike. (2012). Advanced technologies for academy at the farm. Retrieved from [] Detel. (2012, February 06). Document cameras. Retrieved from [] Royal, K. (2009, October). Best in Tech 2009: Document Cameras. In //Scholastic Read Everyday. Lead a better life//. Retrieved, from [] Smart Technologies. (2012). SMART Document Camera. In //Smart Tech//. Retrieved from [] Griffin Digital Consultants. (1999-2012). Your Classroom and The Document Camera. In //Camcor Inc//. Retrieved from [] Groot, M. (2002). Multimedia Projectors: A Key Component in the Classroom of the Future. //The Journal//. Retrieved from: []. The Chronicle of Higher Education. (2004). A Lesson in Technology. //The Chronicle of High Education, Volume L, Number 25//. Retrieved from: http://www.bouldermanagementgroup.com/cmuarticle.pdf. Carnicom, S., Harris, K. Watson, Draude, B., McDaniel, S. Mathis, Philip M. (2007). The advanced classroom technology laboratory: cultivating innovative pedagogy. //Honors in Practice//. Retrieved from: http://www.freepatentsonline.com/article/Honors-in-Practice/165362572.html. Hofer, M. & Owings Swan, K. (2007). Standards, Firewalls, and General Classroom Mayhem: Implementing Student-Centered Technology Projects in the Elementary Classroom. Contemporary Issues in Technology and Teacher Education, 7(2), 42-58. AACE. Retrieved from [].



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=**Subtopic Paragraph: His****tory of Do****cument C****am****eras**= Document Cameras also known as projectors have evolved tremendously throughout the years and many scientists, artists, and educators have put forth so much information in order to create the first successful document camera. Signs of this invention started in the early 1800’s starting with three men Joseph Nicephore Niepce (1765- 1833) and Louis Jacques Mande Daguerre (1789-1851) in France and William Henry Fox Talbot (1800-1877) in England (Rosenblum, 2011). Daguerre and Niepce teamed up in 1829 and developed a contraption to reflect an image on another surface due to reflection. After Niepce’s death Daguerre sold this invention to the French, then the invention was presented to the French Academy of Science in Paris. This presentation involved a silver plated sheet of copper made to be sensitive to light due to the exposure to iodine vapor. Then followed by applying a thin layer of silver iodine on the surface, after placing the sheet inside the camera he added mercury to produce an image on a screen. Since then the methods of developing a picture have changed, for example instead of developing the picture using a salt solution they soon used hyposulphate (hypo) instead. Since the early 1800’s document cameras have improved in quality and quantity. The classroom has probably been one of the best ways to experience the evolution of document cameras. Public schools used to have Overhead Projectors which used a thin roll of plastic that teachers would write on, using the lens overhead the image would be provided on a large screen. Now there are document cameras that are smaller and portable, for example a document camera now a days is so small it can fit on any students desks and you have to do is place the camera above whatever material you are trying to project. Some classrooms even have the document cameras that are attached to the ceiling; this is also attached to a smaller projector that is of a medium size. As you can see the evolution of this invention has been tremendous and used a lot of help from others. Rosenblum, N. (2011, March). //History of Art-Photography//. Retrieved from http://www.all-art.org/history424-1.html Lindsay Herrmann’s Assignment 2
 * By: Lindsay Herrmann**
 * Source:**

Document Camera Experts. (2008). //Document camera experts//. Retrieved from []
 * Article 1:** Information copied from []

One of the huge benefits of using a document camera alongside your presentation equipment is that a document camera can effectively allow big or small audiences to easily view details of two dimensional or three dimensional objects which would otherwise be very difficult for audiences to see. This could be because the object being displayed using the document camera is very small, or because of limitations relating to the subject’s remoteness or simply the power of the human eye. The document camera can therefore allow presenters to overcome these difficulties with ease, providing an engaging presentation using visual material which might otherwise be inaccessible without a document camera (2008).

Rom, Mike. (2012). //Advanced technologies for academy at the farm//. Retrieved from []
 * Article 2:** Information copied from []

Today, this A-rated school features SMART’s 680i interactive white boards and Elmo document cameras in nearly every classroom. The SMART Notebook software has proven invaluable to the Academy teachers, from watching eager kindergartners perfect their penmanship to using the innovative programs to increase algebra skills among eighth graders (Rom, 2012).

Detel. (2012, February 06). //Document cameras//. Retrieved from []
 * Article 3:** Information copied from []

Imagine how convenient it would be to conduct a science experiment in real time with your [|students], or display a book on your interactive DocumentCamera as you highlight key information for them. Document Cameras allow you to be more creative, so that your lessons will be more fun and exciting for students. Instantly display real-time images of static or moving objects onto your interactive DocumentCamera for the entire class to see. You can also capture images with collaborative learning software and other programs to create interactive lessons that will encourage your students to participate. Document Cameras are truly amazing, yet simple, teaching tools that can help you turn your classroom into a spontaneous and dynamic learning environment (Detel, 2012).



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**Subtopic Paragraph: How to incorporate document cameras in the classroom**

Recently within the last few years technology has grown and became an asset to the education classroom. The teacher and the students both benefit from the addition of technology in the classrooms. One of these additions includes document cameras. A document camera is a device that captures visual images by using a video camera mounted vertically on a base. Document cameras can easily be incorporated into the classroom and used by both students and teachers. This device is very versatile with many subjects and can easily be used every day within the classroom. The document camera may be the easiest technology to integrate into the classroom since the chalkboard.

There are many ways a teacher can incorporate document cameras into the classroom. One way this can be done is by Projecting textbooks onto a screen, this offers a new and better way communications that can developed between the teacher and the student because all eyes will be looking up. This also allows the students to be more interactive with the textbook. Document cameras can be incorporated into everyday subjects. For example, in science classes, a student can see the teacher dissecting a frog that is displayed so that all of the class can easily see or the teacher can easily show the difference between different types of insects or bugs. Document cameras can also be used in art classes; students can watch and see more clearly the techniques on brush strokes, molding clay, mixing colors and different textures. A way for the students to use a document camera is to have them use it to present their projects. This is a great way to create enthusiasm for both the presenter and audience. Document cameras can also be used for Show and tell, math manipulatives, demonstrating letter formation, maps, photos, worksheets, and many more.

A document camera is one of the easiest and quickest ways to integrate technology into a classroom. The classroom document camera is an amazing tool that allows students to have a more dynamic and interactive classroom. Regardless of the subject being taught, document cameras will help make the most out of any lesson plan by allowing the teacher to move past the whiteboard and into the world of three dimensional shapes. Overall, document cameras are a great piece of technology to incorporate into the classroom.


 * Jasmine Deloatch’s Notes for Assignment #2 **


 * Article 1: **The information below was copied from []

Royal, K. (2009, October). Best in Tech 2009: Document Cameras. In //Scholastic Read Everyday. Lead a better life//. Retrieved, from []


 * The document camera may be the easiest technology to integrate into the classroom since the chalkboard.
 * Teachers say it has improved the way their students learn.
 * We use them in over 340 classrooms—in English classes for scrolling documents, and in science for dissection labs.
 * When it’s paired with a digital projector, there are more opportunities for spontaneity with resources and a higher use of visual models. The recording capabilities allow educators to model for professional development.
 * Students were motivated by the interactivity


 * Article 2: **The information below was copied from []

Smart Technologies. (2012). SMART Document Camera. In //Smart Tech//. Retrieved from []


 * <span style="font-family: Arial,sans-serif; font-size: 16px; line-height: 24px;">The document camera's head and arm rotate, so you can easily view an object from different angles.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Use the SMART Document Camera to project images and video and capture them using SMART Notebook collaborative learning software.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">The document camera's optical and digital zoom delivers sharp and vivid static or moving images of any object. You can also direct attention by zooming in on the smallest detail.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">The SMART Document Camera is easy to install in any classroom or lecture hall, no matter how big or small. The document camera is also simple to use - just plug it into a computer or other display device.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Share images with your students using a SMART Board interactive whiteboard or a projection screen.


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Article 3: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">The information below is copied from []

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Griffin Digital Consultants. (1999-2012). Your Classroom and The Document Camera. In //Camcor Inc//. Retrieved from []


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">The classroom document camera is an amazing tool that allows students to have a more dynamic and interactive classroom.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Document cameras will help you make the most out of any lesson plan by allowing you to move past the whiteboard and into the world of three dimensional shapes.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Share articles and clips without having to spend money on copies
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">The most exciting aspect of using document cameras in the classroom is the extra dimension that it brings to your presentation. In addition to showing notes and written materials to your classroom with your document camera, you can display three-dimensional objects as well.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Capture images from the class, such as that dissected frog, and use them as auxiliary materials for study guides and tests.



ASSIGNMENT # 1: Article 1: The following information has been copied from: [].
 * NICOLE LONG **

Groot, M. (2002). Multimedia Projectors: A Key Component in the Classroom of the Future. //The Journal//. Retrieved from: http://mattechsolutions.com/COTF%20CD/MultimediaProjectors.pdf.

To get a better understanding of exactly what teachers, media and AVspecialists are looking for, Philips recently worked with Quality Education Data Inc. (QED) to survey 500 educators and media specialists in U.S. public schools to learn more about technology and equipment trends in K-12 classrooms, states Marjot Groot, director of Product Marketing for Philips Electronics (2002). Most significantly, the study uncovered how highly educators value multimedia projectors as essential classroom tools. In fact, AV specialists who participated predict a projector in every classroom within the next five years (see chart below).

When inquiring about what applications multimedia projectors are being used for (see chart below), 91 percent of the educators surveyed who are currently using a multimedia projector indicated their most common use is for multimedia presentations. Educators commented that disseminating information to students in more than one form -whether through the combined use of text, audio, graphics or full-motion video - increases the student's chance of grasping and learning the lesson. Approximately 89 percent said they used the units for projecting computer screen images of the Internet or other PC applications while teaching, and 45 percent said they used them to display movies in the classroom (Groot, 2002).

When asked how multimedia projectors affected the teaching and learning experience, several areas of influence were identified, including visual aid, greater flexibility for alternative teaching methods, enhanced teacher demonstrations, heightened student awareness and customized curriculum applications. These were the conclusions Groot (2002) were able to draw from the study conducted by her company.

Article 2: The following information has been copied from: [].

The Chronicle of Higher Education. (2004). A Lesson in Technology. //The Chronicle of High Education, Volume L, Number 25//. Retrieved from: http://www.bouldermanagementgroup.com/cmuarticle.pdf.

On Central Michigan University's new technology classroom renovations, The Chronicle of Higher Education (2004) states that although the building’s hardware and software were designed to be simple enough for even technology-averse professors to use, Central Michigan created a couple of programs to encourage instructors to pick up new skills. First, the college set up a shared server on the campus network,with five gigabytes of space for every professor, enough to hold plenty of lecture slides, PowerPoint presentations, and video clips. Professors can create materials using their office computers, upload the materials to the server, and instantly call them up in the classroom. If a student catches a faculty member in the hall with a question, the professor can walk into any of the enhanced classrooms,punch a few buttons on the podium’s touch screen, and bring up videos, pictures, lecture notes, or other media from the online library to help illustrate an answer. “The goal is that no matter where you are in the space, you should have access to high-quality material, and it should be as easy as picking hot or cold on a faucet,” says Mr. Arbogast, the consultant.

Article 3: The following information has been copied from: [].

Carnicom, S., Harris, K. Watson, Draude, B., McDaniel, S. Mathis, Philip M. (2007). The advanced classroom technology laboratory: cultivating innovative pedagogy. //Honors in Practice//. Retrieved from: http://www.freepatentsonline.com/article/Honors-in-Practice/165362572.html.

In 2004, Middle Tennessee State University's Honors College, which dates back to 1973, took up sole residence in the new state-of-the-art Paul W. Martin Sr. Honors building. The Honors building is a 21,000 square foot facility that includes several small ([less than or equal to] 20 students) multipurpose seminar rooms and labs designed to promote student-centered learning. Each room is outfitted with a computer, projector, document camera, DVD player, and small touch screen device that controls each individual piece of equipment. In the spirit of continued innovation, the institution decided in 2005 to construct and test a new experimental learning space in the Honors building (Honors in Practice, 2007).

The goal of this project was to create a new type of classroom utilizing advanced technology in a way that could flexibly support a variety of teaching and learning styles. Rather than recreating a traditional computer lab with rows of students tethered to monitors and engaged in clandestine off-task activities (e.g. e-mailing or instant messaging), this room was to be open and student-centered, fostering discussion, collaborative learning, and critical thinking. Instead of forcing professors to tailor their approaches to the limitations of the room, the room provided a dynamic environment limited only by the instructors' own creativity. In other words, the goal was not to adopt technology for technology's sake but instead to provide technology that could easily augment effective teaching and ultimately increase student learning. Finally, an innovative classroom of this kind serves as a proving ground, with successful strategies stimulating change throughout not only the honors community but also the entire university (Honors in Practice, 2007).

Article 4: The following information has been copied from: http://www.editlib.org/p/26210.

Retrieved from http://www.editlib.org/p/26210. ||
 * Hofer, M. & Owings Swan, K. (2007). Standards, Firewalls, and General Classroom Mayhem: Implementing Student-Centered Technology Projects in the Elementary Classroom. Contemporary Issues in Technology and Teacher Education, 7 (2), 42-58. AACE.

This viewpoint seems to indicate the need for a catalyst to deviate from the curriculum in the mind of the teacher. According to the school library/media specialist, other teachers in the school regularly utilize technology in their teaching, and it became apparent that Jenny’s perception of inconveniencing her colleagues and being //ostentatious// was not viewed in the same way by others in the school. The librarian noted that she is routinely called upon by other teachers to perform this role and accommodate normal technology requests. Regardless, Jenny was adamant that she was “throwing everyone off,” and it was only because of the researchers that she was willing to ask her colleagues for all these modifications (Hofer & Owings, 2007).

While the technology employed in this project did not pose any insurmountable obstacles (students losing their work, etc.), significant challenges arose. Specifically, the teacher was challenged by the technical skill-set needed to implement the project; there were // Contemporary Issues in Technology and Teacher Education, 7 // (2) 50 limitations with the school’s Internet access, and the nature of the implementation was // exhausting //. As described above, Jenny does not have extensive technology skills. On a skills pre-assessment instrument, she reported very little confidence in some of the fundamental skills required to create a digital movie, including saving images from the web to the computer and cropping and increasing the brightness/contrast of images (see  Table 1) (Hofer & Owings, 2007).
 * Firewalls **

Assignment # 3

Benefits of Document Cameras (Classroom,Teachers,& Students)



Source: http://osoto.en.alibaba.com

A document camera is one of the easiest and quickest ways to integrate technology into your classroom. There are very few special skills needed to use this piece of equipment. A classroom document camera can be connected to a DLP/LCD projector through a computer or connected directly to a DLP/ LCD projector. This one piece of classroom technology can be used to actively engage students in the learning process. Visual learners will benefit from the use of a classroom document camera by seeing small items, text, demonstrations in a much bigger way. Hands-on learners can also benefit from the use of a document camera by allowing them to be the ones placing objects or items under the document camera and explaining what they are showing. Another benefit of using a document camera is the decrease in copying expense. Schools are always looking at ways to maximize the financial resources that are available. A classroom document camera can drastically reduce the amount of copying a teacher has to do. Instead of copying 30 quizzes for a class, place 1 copy of the quiz under a document camera and either have students answer the questions on a sheet of paper or use clickers such as the Classroom Performance System (CPS) to have students answer the quiz questions. Many teachers refer to all classroom document cameras as "Elmos" but there are several companies that make document cameras including Elmo, Epson, and Lumens.

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