Shutterfly in the classroom

(1995). Environmental Views Series CD-ROMs. Information Today, 12(2),
       21. http://search.ebscohost.com

Ashburn, E. A., & Floden, R. E. (2006). Meaningful learning using
       technology: What educators need to know and do. New York:
       Teachers College Press.

My mom hated technology. She would refuse to turn on the computer, and she still asks for help when we are loading files or attaching documents. So, when my mom offered to show me a new website, I was pleasantly surprised, and a little skeptical. However, I gave the website (shutterfly.com) a chance, and have been obsessed with it since.

Shutterfly.com is a site where you can load your pictures and create your own mugs, Christmas cards, or photo sharing websites. My favorite feature of this site is that it allows you to create your own online albums, which you can then order and received in book form. Using this site, I was able to design my own wedding album, with pictures from friends, family, and the photographer combined- not only is my shutterfly album beautiful, but what a bargain! I have also used shutterfly to create Christmas gifts and cards for my family and friends, and have begun working on other albums as well. I have fallen in love with this website, and as I was reflecting on upcoming projects and exploring other possibilities, I started wondering: could you use shutterfly in the classroom?

As I read the chapters for this week, I began to think about the answer to my question. Researchers Asburn and Floden pointed out that "teachers need to identify and develop technologies into tools for meaningful learning [and]...they need a useful portfolio of technologies" (2006, pg. 141.) In other words, teachers need to be able to use technology themselves, and they need to be able to think about how they can use different forms of technology in the classroom. After reading this, I started thinking about my "portfolio" of technology, and shutterfly came to mind. I began trying to think of ways I could use shutterfly in the classroom, but as I kept reminding myself that I needed to keep a purpose in mind. While using technology is a great thing, if the technology doesn't have a specific purpose, then meaningful learning will not take place (Asburn & Floden, 2006). As I thought about uses for photography in the classroom, ideas began flowing through my mind on ways I could integrate this website.

The saying "a picture's worth a thousand words" has been proven true throughout time, and I think this is especially true in education. I teach elementary special education students, and many times they struggle to listen to instructions or to write their thoughts on paper. I began to think through some of the writing assignments that I give, and I wondered if some of those assignments could be transferred into a shutterfly project. For example, every year I have the students complete a journal pretending that they are an explorer. They have to write about where they would travel and what they would see, as well as reasons they are exploring and items they bring home in their travels. I started thinking that I could turn this project into a project they could complete online, using shutterfly. I could have them take/ load pictures of different place and objects, and they could use those to help illustrate their journal entries. I could also have them use special antique backgrounds for their entries, which would make it look more like an old-fashioned log. Finally, instead of simply having them read their projects to the class, I could have them sign in online and use the "share" feature to virtually flip through their book on my projector screen for their presentations. Thinking through this project brought others to mind, and I did some searching to see if other teachers were already using photo technology in the classroom setting. I learned that some teachers use photo technology to create electronic slide shows focusing on the environment (Environmental Views Series CD-ROMS, 1995). This technology could be used to show issues in our environment, to compare and contrast geographic areas, or to show how our earth has changed through time. Other similar technology could be used to create scrapbooks for book characters, sequential photographs connected with timelines, or photographic writing prompts. After spending some time reflecting this week's readings, and by brainstorming ideas for lessons, I have concluded that shutterfly, and similar websites and programs, can have a valid place in classroom instruction.