Digital Microscopes

What is a digital microscope?

Digital microscope: functions like a regular microscope (allowing an individual to look at
small objects and magnify the view so it is easier to look at and observe the object), but it
also has a digital camera attached to it. Digital microscopes can be attached to computers
and become a digital video microscope. It comes with microscope software, which an
individual can use to look at live images on the computer.

How are digital microscopes used?

-Digital microscopes are used to observe and capture images or videos of different
objects. Images can be saved, manipulated and measured.

Why should digital microscopes be used in the classroom?

They promote creativity
They are found to be engaging
They involve active participation
They provide meaningful learning experiences
They are used in industries and research (for examples in art galleries for
restoration work, for veterinarians to identify and remove objects from animals, to
identify skin problems, by marine biologists, paleontologists, etc.)
Many students might encounter one in their future career.
They help to develop observation skills, awareness and analysis, change,
measurement, pattern and prediction.

Ideas and ways digital microscopes can be used in the classroom:

Students can use digital microscopes to capture digital still and motion videos of
their observations.
Students can take a microscopic image of an object around the classroom such as
their skin, a piece of hair, pieces of fabric, plants, shoes, etc. They can write a
creative writing piece on their object.
Students can take microscopic images of objects and post the image on the white
board. Students can use these images as inspiration for art projects. The math
concept of scaling an object could be connected to this lesson.
Students can create an insect or plant encyclopedia. They can take microscopic
pictures of different insects or plants and research information about them.
Students can look at a variety of different objects on the digital microscope and
they can make observations about the objects. Then they can measure and graph
common characteristics of the objects.
When learning about plant structures, students can use the digital microscope to
observe flowers and plants. They can take pictures of the different plant structures
while they are observing them with the digital microscope to later use as sources
for analyzing similarities and differences among the different plants.
Resources available for implementing digital microscopes in the
classroom:
The Carolina website has information on different digital microscopes and they
are available to purchase.
The Teachers SMART Guide To Choosing and Using Digital Microscopes is a
resource that answers common questions on what to look for when purchasing a
digital microscope. It also provides beginner lesson plan ideas for using the digital
microscope and a few digital microscope resources available on the Internet.
The Microscope.com website has a variety of digital microscopes available to
buy.

Research on digital microscopes:

Tessmer, M., & Cowlishaw, R. (2011). Time for slime. Science And Children, 49(4),
38-41.
Tessmer and Cowlishaws (2011) article describes an inquiry-based science
activity involving the use of a digital microscope for students in the lower elementary
grades. Their activity is suggested as being used at the end of a food chain unit. Students
get the opportunity to look at microscopic parts of an aquatic food chain by projecting
microscopic images of collected samples. Throughout the activity, students are asked
questions and given the opportunity to make observations about what they see in the
images. The main objectives of the activity are to tie the microscopic world with
macroscopic observations, to show students examples of the diversity of microscopic life,
and demonstrate the significance of algae in food chains.

McIntosh, A. V., & Richter, S. C. (2007). Digital daisy: An inquiry-based approach

to investigating floral morphology and dissection. Science Activities:
Classroom Projects And Curriculum Ideas, 43(4), 15-21.
McIntosh and Richter (2007) discuss that science topics can be challenging to
present to students in engaging ways when tradition teaching methods are used.
Therefore, they created a engaging lesson called Digital Daisy for grade six to eight
students which involves the use of digital microscopes to enhance and involve student in
the learning process. In the lesson, students investigate floral morphology and sexual
reproduction in flowers. Students collect flowers from the school grounds and use digital
microscopes as well as regular microscopes to observe and study the flowers. The article
discloses that digital microscopy helps students see features within the flower such as
patterns, pigment, pollen and structures that are challenging to see without the use of the
microscope and helps to deepen their understanding of flowers.

Resources:
Dickerson, J., & Kubasko, D. (2007). Digital microscopes: Enhancing collaboration and
engagement in science classrooms with information technologies. Contemporary
Issues In technology And Teacher Education, 7(4). Retrieved November 14, 2016,
from http://www.citejournal.org/volume-7/issue-4 07/science/digital
microscopes-enhancing-collaboration-and-engagement-in science-classrooms
with-information-technologies/

Jones, P. (2008). The teachers SMART guide. N.p.: The Logical Interface. Retrieved
November 10, 2016, from
http://www.bugsandbiology.org/uploads/7/5/2/5/7525114/digital_scope_eboo
.pdf

McIntosh, A. V., & Richter, S. C. (2007). Digital daisy: An inquiry-based approach to

investigating floral morphology and dissection. Science Activities: Classroom
Projects And Curriculum Ideas, 43(4), 15-21.

Tessmer, M., & Cowlishaw, R. (2011). Time for slime. Science And Children, 49(4), 38
41.