Module 7 Reflection

“which is more important – the inherent qualities of the technology tools themselves and or the way in which technology is being used that acts as a catalyst for student learning.”

I would agree that technology does most definitely play an important role in the classroom. I must say though that it is the way in which it is implemented that can really make or break the effectiveness of its use. In an art room there is never going to a replacement for good old fashioned graphite and drawing paper. Drawing is after all the fundamental building block of any artist. No matter how much students will complain or say they simply cannot draw, it is a skill that should never be removed from art instruction. With this said however, Digital drawing is the medium of today. Digital art is no longer some far off idea that is so unapproachable. It is truly the way in which technology is applied to the curriculum that is of the greatest importance. Students who say they cannot draw may simply need the inspiration of a tablet and photoshop to realize that drawing can in fact be enjoyable.

There is no substitute for seeing real works of art in person. There is no other substitute for the ability to read each individual brushstroke. However, it is rare that you have the opportunity to take students to see these works as a class, and you can only do so much to convince them to go on their own time. This is where technology comes in handy. Online galleries and portfolios are a useful substitute to this experience. It is important that we not only ask our students to get out there and explore art but we also teach them how to find it. Providing students with the skills to become self learners are ones that ranks highest above all.

As teachers we can do this by creating web quests or online gallery tours or simply linking them to museum websites. The following is a link to my personal website with examples of how to use technology in the art room to provide students with a meaningful experience

http://gfrohock.weebly.com/

Module 6 Reflection

Twitter:

Twitter has great uses in the everyday. It is great to keep up to date on quick news that is relevant  to your interests. In the classroom I imagine twitter being used as a discussion board or polling device. For a more structured assignment twitter could be used to post weekly about selected artists (Artnet). In this case twitter is being used as a discussion board.

Feedly:

Feedly is a great source to use in order to keep up to date. I imagine this tool being used in the classroom as an extension of classroom discussions. Having a classroom feedly account could offer the ability to quickly link and share relevant information with students. Feedly is also always a great tool for teacher use. I find that following Ted education blog on feedly offers great information in an organized fashion (Ted education).

Evernote:

Evernote is one of my favorite new tools. In the classroom I envision all notes being taken on evernote. This way students can quickly reference them when doing more research on their computers. Through the use of evernote students are also learning how to organize their thoughts and information. If there is some possible way for teachers to review students evernote notes this tools use could go even further.

References:

Artnet. (2014, April 6). Check out the top 300 most popular artists around the world. Message posted to https://twitter.com/artnet/status/452993270206177281

Ted education. (2014, April 6). Retreived from: http://feedly.com/#subscription%2Ffeed%2Fhttp%3A%2F%2Fgdata.youtube.com%2Ffeeds%2Fbase%2Fusers%2FTEDEducation%2Fuploads%3Falt%3Drss%26v%3D2%26orderby%3Dpublished%26client%3Dytapi-youtube-profile

Module 5 Reflection

This module provided even more online tools that can be used for activities and assessment. I found that Google trek tool can have many uses in the art room. Through the use of the guides provided by Alice Christie on her webpage I learned a bit about google treks. For my google trek I chose to create a Fredericksburg gallery tour. By guiding the students around a few of the galleries in the area I offered some real world exposure. Students were asked to virtually visit each gallery and complete a few “research” tasks. I found this was  a perfect lesson to discover real world applications of art. At several of the points the students were asked to make use of social media to further their knowledge of the gallery and participate in discussion. The UMW galleries facebook page offers great links to articles on various subjects in the art world. By linking students to this social media site they are able to discover so many new art subjects. The use of social media is so crucial for artists and art students. Artists must stay involved and aware of all the opportunities that surround them.  I found that the study done by the National School Board Association was very useful.

Schools have a role to play in closing the digital divide with social networking, just as they have with Internet access. Most students have some way to get online, either in their schools, at public libraries, or at home–as educators apparently recognize when they assign homework that requires  Internet use. But educators will have to consider the often-impromptu exchanges and instant access that are characteristic of social networking as they plan ways to incorporate it into educational experiences (National School Board Association).

It is important that we make use of the tools that are already playing such a major role in our students lives. With this new tool we must also address the new challenges that will arise. How are we as teachers in charge of monitoring our students use? Who’s job is it to ensure students safety?  These are only a few of the questions that follow the investigation of social media.

 

References:

Christie, Alice. (2007). Dr. Christie’s creating curricular units with google maps. Retrieved from: http://googletreks.org/tutorial/index.htm

National School Board Association. (2007). Creating and connecting: research and guidelines on online social and educational networking. Alexandria, VA.

Module 4 Reflection

This course has been so helpful in introducing me to so many educational resources that I never even knew existed. Every week I find that I am trying to make sure I bookmark or take note of everything we do. I want to make sure I am the doing the best I can to make use of these resources so that my students will have even greater opportunities. I found this module to be particularly helpful in providing resources for creativity.

I was new to the program Comic Life. This tool allows for very helpfully guided creativity. I found that I was comparing it to the program Photoshop. Unlike photoshop I found comic life to be perfect for student use in that it is very user friendly and efficient. Students would not be wasting to much time figuring out what tool does what. I liked the way the program guides you to creating a finished product. I could see this tool being used in an art classroom, more specifically at the middle school level. I am currently in a middle school practicum. I found the lesson I created was perfect for that age group. Prior interest in comics can me a motivating factor although, I don’t feel it would be necessary for student engagement (ComicLife).

I found the article by Bell and Bull (2010) to be very true. The part where they touch on some of the specific affordances of digital video was particularly relatable. In a video art class I recently took the professor taught nearly the entire class through the use of YouTube. This site makes it so easy to share information with students in a very short period of time. Fining well known video art works was not a difficult task. With the right search terms you can have the video resource ready to show in only a few quick seconds. I found sites like KeepVid. and others such as the list by Costilla  (2008) to be extremely useful tools. When someone is providing you with a list of resources all in one place that is always a good thing.

Resources

Bell, L., & Bull, G. (2010). Digital video and teaching. Contemporary Issues in Technology and Teacher Education10(1). Retrieved fromhttp://www.citejournal.org/vol10/iss1/editorial/article1.cfm

Comic Life 3. (n.d.). Retrieved from http://plasq.com/

Costilla, J. (2008). 100 best youtube videos for teachers. Retrieved from http://www.classroom20.com/profiles/blog/show?id=649749:BlogPost:177332&page=2

 

Module 3 Reflection

Socrative polling is a tool that is useful for simple polling. I found it was simple in design, almost too simple when you got to using it. The quick nature of these assessment tools is perfect for the quick thinking short task oriented minds of this generation. I think the best aspect of these tools is that students can get on and post a meaningful response in a short amount of time. These formative assessments are necessary in lesson planning.

I found the flashcard tools to be one of the most helpful technologies. By simply taking something so basic as flashcards and making it digital it becomes so much more useful. Flashcard tools such as Quizlet can be utilized in the art room to review technical terminology. Color theory terminology can be reviewed at any time with the use of technology. With teacher created flashcards it allows for the assurance that the students are studying the correct information with out the need for a textbook or paper handout.

Completing my LinkedIn profile was probably the most helpful activity in this module. I had created an account previously but this activity alerted me to how little I had on my profile. Social media is all about connecting with others (Solomon and Schrum, 2010). The feature on LinkedIn that suggests possible connections is one of the most helpful ones. As Solomon and Schrum (2010) point out the suggestions for groups are yet another aspect that help you make connections both personal and professional.

Google docs is a tool I have already found useful in my professional relations. It can be great to schedule meeting times and discuss and revise collaborative works. We have been using this tool to make arrangements for group meetings to organize our senior art exhibition. We read on one of the links provided in this module some of the great ways google docs can be utilized in the classroom (Dorman).

References 

Dorman, J.C. Collaborative revision with google docs. Retrieved from http://jdorman.wikispaces.com/file/view/Collaborative+Revision+with+Google+Docs.pdf

Solomon, G. Schrum, L. (2010). Web 2.0: How-to for educators. Washington, DC: International Society for Technology in Education.

Module 2 Reflection

I am finding wallwisher, also known as padlet, to be a very useful tool. Particularly in education this tool can serve many purposes. The organization of wallwisher seems to be something that the user must keep up on their own. I am picturing the tool used for several functions, with the use of several different walls within one class. Students could use one wall to simply share ideas and further discussion about ideas outside of the classroom. This use could be seen as an extension of in class participation points. There might be another wall that is used as more of an assessment tool. In this case students might post reflection to a reading or another assignment and also respond to the reaction of the group. Another great way to use wallwisher is as a vocabulary study/review. I can see this being especially useful in the art room as an integration of vocabulary and art history into the lesson. The following link is one example of wallwisher being used in this manner. (http://padlet.com/wall/1rbmyjr47x)

My wallwisher is about incorporating technologies in the art room. I plan to use this as a tool to jot down my ideas as they come up. I think it is another great way to reflect on certain links as I find them, this way I am not simply bookmarking a page but also reflecting on it as a quick reminder to myself. To get started I posted links to great apps for the art room as well as a tool new to me that is called Artsonia. http://padlet.com/wall/y78oljkll7

Tools such as wallwisher are wonderful to incorporate into the classroom although, it is important to remember to teach students how to use these tools properly. Prior to using any online resource we must begin by teaching students about digital citizenship. One way to do this is by using sites such as http://www.digitalcitizenship.net/Nine_Elements.html that outline nine themes to digital citizenship. Students must understand what is appropriate and responsible behavior when it comes to technology use. Helpfully wallwisher will not only be utilized as a refection and opinion sharing page but also as a place to incorporate use of scholarly sources. On top of teaching digital citizenship students must learn how to evaluate a webpage to determine the authenticity of the information being posted. Evaluation tools for teachers such as those found on the following link should be used to train students how to properly use websites to further their learning. http://www.schrockguide.net/critical-evaluation.html.  Wallwisher can also be incorporated in to this process. Students may post their results or simply discuss what they learned from the experience.

References

Padlet. (n.d.) Retrieved from http://padlet.com/wall/1rbmyjr47x

Padlet. (n.d.) Retrieved from  http://padlet.com/wall/y78oljkll7

Ribble, M. (2014). Digital citizenship: using technology appropriately. Retrieved from http://www.digitalcitizenship.net/Nine_Elements.html

Schrock. K. (2014, February 8). Kathy schrock’s guide to everything. Message posted to http://www.schrockguide.net/critical-evaluation.html

 

 

 

 

 

Activity: ‘Are you Information LIterate?’

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Vincent Van Gogh is one of widest known artists to date. Many people could name a few of his well known paintings such as The Starry Night (1889) and The Bedroom (1888). The task now is to delve further in to Van Gogh’s body of work and become familiar with the range of styles he worked and as well as how his work influences artists today.

Step 1

Use the following link to Google Gallery to research works by the artist Vincent Van Gogh. Look closely and consider the medium and style he is working. Take note of his use of color.

http://www.google.com/culturalinstitute/browse/?q.4=%2Fm%2F07_m2&q.openId=4&projectId=art-project&v.view=gallery&v.filter=items

Now after looking at the gallery what do you see in his work that you may not have noticed before?

Step 2

Choose one work by Van Gogh that stands out to you. Research this piece further. Use other works from this time period as a reference, looking for similarities and differences.

here are links to other useful sites to use in your research:

http://ed.ted.com/on/6vixKMSY

http://www.vangoghgallery.com/misc/resources.html

http://www.nga.gov/collection/gallery/vangogh/vangogh-main1.html

Module 1 Reflections

 

  1. What do we know about how people learn?

We must continually change. Studies show that unless you continue to learn new things and in a different manner you can avoid developing diseases such as Alzheimer’s.  This means that although not all students may see themselves as creative learners this can be changed. If you continuously learn new things you are also learning new pathways in which to take in and therefore store this knowledge. What are the competing/complementary theories of learning that we will be exploring in the course? Using differentiation in the classroom can be a very useful tool (Rae-Dupree, 2008).

2. What are the competing/complementary theories of learning that we will be exploring in the course?

There are four theories of learning explained in this module. They are Behaviorism, Cognitive, Constructivism and Connectivism. In the Behaviorism Theory learning occurs through a system of rewards and punishments. The student is memorizing facts and processes and is simply reciting them after repeated practice (Ireland, 2007).

The Cognitive Theory of learning supports that learning is best done in a structured and computational way. This theory supports the study of how information is taken in and processed by the brain. In this scenario the teacher is meant to provide information in a clear and orderly fashion (Ireland, 2007).

In Constructivism learning is a social experience. Through constructivism students are using the skills they already have to obtain new knowledge. The learning is catered to the individual. I believe the use of Constructivist theory could be very successful if used in the art room.Through the use of a constructivist theory in the classroom students are asked to take a critical look at their own work (Ireland, 2007).

Connectivism supports that learners are to use all of the resources at their disposal. The often readily available internet is meant to be used in this learning situation. This learning method is often useful in doing research projects and such. This theory can be useful in developing 21st century learners (Ireland, 2007).

3. Who are digital age learners and how do they change a classroom environment?

According to Marc Prensky (2001) students today think and process information differently from those that came before them. It is believed that the brains of todays student have actually formed differently due to the increased use of technology. These students that Prensky refers to as “digital natives” have proven to respond more to a layout that involves a graphic before a text based content. Digital natives are often programed to change from one thought to another very rapidly and therefore work best when they are multitasking.

4. What do these ideas mean for your teaching?

When teaching it is always crucial that you know your students as individuals and differentiate your content as such. Using various strategies or theories in your teaching can help you reach out to each and every students learning needs. For example one might introduce a lesson through a technical assignment using a Behaviorism approach and then further that lesson through a web based research assignment using Connectivism. In the art room in particular I would be cautious to allow for creativity. Digital natives often work well when there is a quicker pace in the classroom. I would be careful to allow students to switch from one task to another at their own pace. Digital media use in the classroom can aid in the shaping of 21st century digital learners.

References

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6. Retrieved from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

Rae-Dupree, J. (2008). Can you become a creature of new habits?. New York Times. Retreived from http://www.nytimes.com/2008/05/04/business/04unbox.html?_r=2&oref=slogin&

Situating Connectivism (Originally authored by Ireland, T. 2007). (2007, December 11). Retrieved January 23, 2014 from the Media/Education/Design Wiki:http://etec.ctlt.ubc.ca/510wiki/Situating_Connectivism

(2004). Constructivism as a paradigm for teaching and learning. Concept to Classroom. Retreived from http://www.thirteen.org/edonline/concept2class/constructivism/index_sub5.html