Affordance of image

Recently as part of my graduate studies I was asked to investigate the affordances of images within my teaching practices. 

Whilst not sceptical of the value of this exercise I must admit to initially believing my pedagogical practice would not be impacted too much by employing this technology.  For example I already utilise image to have my Paramedic students identify dangers within scenes.

Dutifully though I started to sit down and explore the affordances of images from a Mishra and Koehler’s technology, pedagogy and content knowledge framework (TPACK) approach. 

The first realisation was I had treated the technology of image with utter disdain…the poor, backward cousin to video.  No moving pictures and no audio can’t be better than the more updated technology…I was suffering from bright shiny object syndrome.  

Not something I’m proud to admit.

As part of the exercise I went about tabulating and documenting the affordances of images and how I could utilise them in the course.  Even after getting to a reasonable portfolio of these I suspect this won’t be the end.  Even whilst writing this I am continually flicking back to the table to add another segment.

Following is the portfolio to date but I very much consider it to be a work in progress.

Features of the technology	Affordances (activities and practice)	Affordances (examples of pedagogy and designs)
Affordable, easy to use and readily available.  (Low barrier to entry)	Technology is familiar to many and sits with the majority of learner throughout their day.  Supports those from low socioeconomic backgrounds and gives voice to those willing to learn use the  technology.	Student is able to demonstrate certain skills such as positioning of a person for various conditions. Formative and summative assessment for identifying dangers in the photograph of a scene. Students are able to photograph (with permissions) learning activities during industry placements.  This would largely be away from patient contact. Students map the multiple patient assessment and treatment pathways a person with a given condition may be managed in the Ambulance environment. Students/lecturer/industry paramedics map pathways collaboratively where no condition is readily identifiable but you have a critically ill patient (Scaffolds from previous point). Early learning for students on paramedic concepts such as positioning of emergency service vehicles at Road Traffic Crash scenes and obstacles encountered in these scenes.  Can be done collaboratively, guided or individually with guiding text. Presentation of images depicting scenes from different cultural groups (within my mental health course) to assist understanding of cultural aspects of mental health. Documentation of the journey of the profession in history. Make comparisons between various equipment/procedures being used between Australian services and internationally. Investigate positioning of Paramedic equipment in a particular scene so it. Mapping of patient observations demonstrating trend.  Recent research is pointing toward this being a useful early indicator of deterioration of the paediatric patient.
Easily sharable through  multiple channels asynchronously.	Participants can connect based on their own schedule and share images with trusted members of their learning community.  Either with each other, lecturers or industry people.
Self-creation of meaningful learning artefacts for students.	Students are able to present a visual record of the learnings and utilise them as references.
Graphing or concept mapping.	Students and lecturers are able to visually represent complex concepts and procedures to assist in developing Higher Order Thinking Skills (HOTS).
Shows presence within a scene.	Real life photographs depicted in media can be used to show authentic industry at work.
To enhance visual communication skills	Visually assessing a scene in the shortest possible time is an important safety aspect within the field of Paramedicine.  Within the distance environment using illustrative media assists student learning of this essential skill.
	Help identify mood and emotion within a given scene
Ability to be altered eg photoshopped	Participants have ability to interact with the image.
Capture point and place in time	Student is able to capture moment in history, equipment/procedure being used.

So where to from here? 

As with any great teaching technology integration is the key, or should I say planned integration.  From here it’s a matter of carefully examining content and pedagogy to see where images can be utilised with maximum effect. 

With a new found respect of image it will also be important to ensure this technology isn’t my next bright, shiny, object but rather a seamlessly integrated technology just performing a role in learning.

Time will tell.