[15] What have I learned?

As the end of the semester draws extremely near, I look back and consider all of my projects, and what I have learned from them. From the start of this course I identified my beliefs and thoughts on technology, and over the course of this semester I have edited and enhanced them. I have discovered my belief on student-teacher relationships, and how I believe it is important to be able to relate lessons and lesson objectives to students current, daily lives. I stated an on-going goal of mine- which was to promise to keep up-to-date with technologies, so I can incorporate these devices into my lessons supportively and educationally. I want my students to develop skills that they can continue using in their daily life outside of school. I also identified and recorded important old and new technologies in an Art Technology Inventory list, which I will constantly update and refer to during lesson making. I also discovered that being a teacher is a lot more than it seems.


In the end, CURR 316, CURR 314, READ 411 and my methods courses have all impacted me in a great way. I learned that I want to be the best teacher I can, and I want my students to enjoy learning. I don't want them to struggle. I want my teaching strategies and lessons to reflect the characteristics I believe a good teacher and lesson creator should have. I will combine all skills learned from this semester to become the ultimate educator and assessor. I look forward to continuing my journey in education, and even more so to being in the classroom. I believe education is finally getting the attention it deserves and hopefully with a new generation of teachers we will be able to completely transform the field of education.

[14] Making up for Lost Time

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A big concern I recently stumbled upon was lost time in the classroom from absences. This whole concept began when I found an old article, from 2009, that asked teachers what technology and equipment they would buy if they had an unlimited budget. One of the teachers replied they would buy an ELMO camera. This is a specific brand name, but in general the camera this teacher is referring to is used during demonstrations- a technology every art room should have! This camera points at your desk area, and projects onto the TV or any screen. This allows students to remain in their seats, and get a closer view than they ordinarily would when they are all gathered around the teachers desk for a demonstration- another great device to add to my Art Technology Inventory (Interactivity #3).


Anyway, this lead to me thinking about using the camera to record demonstrations and post them online for absent students (or even for students to review). I thought this would be a great way to ensure no time is lost reviewing demonstrations during valuable class time. BUT- this could backfire and cause students to take attendance lightly. "Why go to class if I can just view Ms. Kelly's demonstrations online?"- is what I imagine my students would say. This camera proves to be a useful technology, but how can I ensure my students will show up to class?


There are many other uses for this camera if I ultimately decided not to use it on a blog. I could always send students personal emails with attachments, or I could use the recordings and have my students each take turns creating a blog post everyday for each demonstration. This would allow students to demonstrate their knowledge and understanding of the covered materials for that day, while also using publishing and producing technologies. There are many thoughts and questions that still linger with the idea of a class blog, but I believe as I implement my ideas and test them out, the answers will become more clear to me.


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[13] Google Docs

After reading Google Documents for Teachers by Richard Byrne (taken from the CURR 316 blog) I began thinking more about how one can use Google Docs to their advantage. In my Assessment course we are learning about the importance of using assessments constantly, yet appropriately throughout the year to check for understanding. This allows teachers to pin point students struggles and immediately alter the next days lesson to address the misconceptions before moving on to new materials. This method of formative assessment can be beneficial if used correctly in any classroom. By this I mean not only do teachers have to create accurate, valid and reliable assessments, but after administering them and grading them, they need to analyze their data! We learned it's common for teachers to use assessments as a check for understanding, but that they also fail to use the results to alter and edit the lesson (based on students' misconceptions). 


Here is where I made the connection- Google Docs Forms allows teachers to create easy to access assessments that can be administered weekly and taken from any computer (with internet access), but then also grades them for you. Using this feature on Google Docs will allow the time that used to be spent grading, to now be spent editing lessons according to students scores. This is only one way Google Docs Forms can be used to a teachers advantage.


Another interesting feature (I found out by creating a "test" using Google Docs Forms) is that when all the answers have been submitted, the teacher can view the "Summary" and it is shown using a line graph. This allows the teacher to judge how many students got which questions wrong. Teachers can then use this information to see if the wording was confusing or if the material needs to be re-covered in the next lesson.


Since I couldn't take the test I wonder what the student receives after completion? Do they get a summary feedback of which answers were wrong? This would be another great aspect where students could use the information to self assess. 


Google Docs proves to be an innovative, effective source for all content teachers, but should not be relied on fully. Teachers need to administer more than online tests to check for deeper/higher understanding of materials (Bloom's Tier II and III). As a future teacher it is important to keep up-to-date on the evolving and developing tools for us to use in our classrooms and Google Docs is just the start!

[12] Advocacy for Technology

This post developed from a connection I made, originating from my content area. In our methods course we learn about all aspects of teaching art and being an art teacher. One of the topics we debated about was advocacy for the Arts. How does one promote the Arts? In our class we had to develop a plan which enabled us to spread news of the Arts and their importance in education. It was an interesting activity because you need to think about money/budget (or a free promoting event), what points you want to communicate with the public (keeping it clear, comprehensible and precise can be tough), how your students will be involved (are we displaying their work, is it a fundraiser) and what extra information (a worksheet or pamphlet) can you provide to further educate the public on the topic (and what points do you include, or what points would encourage the public the most)?


The connection I made came about when I read an article on school budgets. I started to think about the lack of funding all the areas of the Arts department has, and how I would attempt to raise extra money or get students supplies they needed if our budget couldn't. I then connected advocating for the Arts to advocating for Technology. These two areas in the budget are similar- the Arts has a lack of funding and as of now Technology in most schools has a limit too. As an Art teacher is there a way I can advocate for both the Arts and Technology- at the same time and same event? Would it be a stronger message to hold two separate events? How would one go about advocating for Technology compared to the Arts? What proof could one provide at the event and what information would I want to include or exclude? There's a ton of questions that emerge from what I thought was a simple thought. But as a future teacher it is important to consider that the school I will be working at might not have a huge budget for technology. What technologies would I want to include, or in an extreme case (low income areas) what technologies, programs and devices would I want to spend the budget on so my students stay up-to-date and remain educated in the technological field (relating this back to Olivia's case).


One final thought that lingers (which I constantly create infinite answers for) is how can I use technology to benefit disabled and ESL students in an Art classroom?

[11] How to choose your Technology

A reasonable question that emerges from all the Interactivities we have done to date is how do you pick which technology is appropriate to use in your classroom, and more importantly from lesson to lesson? As I have learned, I need to first consider if the technology is supportive of my lesson. From there I would have to use the tool myself and address issues such as it is easy enough for my students to use and will it help my students meet the intended learning targets? After reading a blog post on Edutopia, I found more questions that are important to consider when it comes to technology in the classroom.

• Is it free?
• Do I need an account?
• Do my students need an account? If yes, what kind of information does the service ask for?
• Does it offer teacher accounts?
• What are the Terms of Service? Can my students legally use the site?
• Can my students’ finished products be easily archived or shared?

I now realize that all students will come from different households (and even personal beliefs) where each parent has a different set of restrictions and concerns. Will all students be able to create (educational) blogs if required to for a lesson? And will their parents allow them to participate in blogging or becoming part of an online community? What information will my students need to give out to create an account? All of these issues are important to address before planning a lesson to ensure participation from all students and to make sure no student is left out or uncomfortable explaining why they can't have a blog. Relating this even more to art, what about the concerns again addressing copy rights and the public stealing students art work. If my class was to create an Art blog, where they post their work and comment on each others, will the public be able to view their works and comments? How can we prevent the stealing of student work and ideas? Will all students be willing to post their works?


The only true method to finding out will be implementing this in a classroom, and even then every class will have different results and responses.

[10] Kid Pix and Cross-Curricular Lessons

As a child I vividly remember Kid Pix, I'd be curious if other students have ever used this program recently or as a child (more likely) and could contribute some cross-curricular ideas.

Either way, in short, Kid Pix is a child's version to Photoshop. I was recently wondering how I could plan a lesson, using this technology, but incorporating standards and keeping it educational. As an art teacher, Kid Pix can easily be incorporated into a lesson or two. The program allows students to create lines and shapes (to learn about line and form), use the pencil, paint brush and paint bucket tool (to learn about color), use, edit and create stamps (used for repetition), among many other things. Obviously this lesson would be geared towards the Elementary level, and if I ever wanted to create a lesson for older students I would just have them switch to Photoshop and of course edit the actual lesson goals and such. BUT- I was wondering if there was a way to incorporate other contents, or even more ideas for my content, in an academically challenging and acceptable way (unlike the Oregon Trail which was educationally based, yet students didn't learn much). There's always the easy Math connection to making pictures that illustrate numbers, but I wanted something deeper. I would love to hear any suggestions and if any one has questions about Kid Pix I can easily answer them for you. 

Below I provided a Youtube video, but this is the most recent version (I have only experienced the original version).

[9] Live Studio Feed

Damien Hirst Live Studio Feed
Recording of Progress

I was inspired to do some research on live video's in artist studios. This came from a previous blog post that suggests student's learn best when engaged interactively. Additionally I believe that young students should have the oppurtunity to watch artists work live in their studios (natural habitats) to gain an understanding of art as a process and how current artists tackle art making and planning. With technology today, we now have this capability. Student's can follow artists and take notes on techniques and processes to apply to their own works. Teachers can develop lessons that have students choose an artist to follow or even create their own live streaming videos when they engage in their art projects during home or in class (provided the proper technology). The possibilities of this technology are infinite. For assignments where students are working collaboratively (internationally) teachers can set up a website with their students working live for classes to communicate, seek help or provide insight and critique their classmates instead of waiting for the works to be shipped back! There seem to be an endless about of ideas coming to me as I continue to think about the support and possibilities of using this technological concept in my classroom.

Below (and at the top of this blog) are examples of the artist Damien Hirst, and his live studio feed. The second link is also similar- it is a timelapse progression of the current project in his live feed. These are both useful and beneficial sources for artists and students in an art class.

Damien Hirst Live Studio Feed
Recording of Progress

[8] Advocacy for Art and Technology

PROMOTING TECHNOLOGY AND ART

In my methods course we are learning about advocacy for the arts and promoting the importance of art in the curriculum. I have recently stumbled across a site that promotes Art and Technology, by the name of Eyebeam.

This is a non-profit organization 'dedicated to exposing broad and diverse audiences to new technologies and media arts, while simultaneously establishing and demonstrating new media as a significant genre of cultural production'. Their statement is similar to that of our CURR316 class, which is incorporating supportive technologies into the art classroom and keeping our students exposed to up-to-date devices.

Eyebeam implemented an educational program for young artists' professional development and helps them reach out to the community. They promote the artists through exhibitions, provide workshops and hold annual events demonstrating these artists accomplishments. Their organization uses technology to learn about art, create art, promote art, and exhibit art, which relates to our Technology Inventory for the Arts and it's potential uses.

PROMOTING TECHNOLOGY AND ART

[7] Technology and Copyrights

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As we become engulfed in an increasingly technological world, particularly relating to art, it becomes easier and easier to steal images or even accidentally infringe on copyrights. This article addresses exactly that, and recent incidents in the current art world. Artist Kelley Walker, considered an "appropriation artist", creates art through taking images or work that someone else has created and reworking it as their own. This could mean 'sampling, quoting, borrowing, remixing, transforming or adapting' the work. This brings up concerns such as how altered does a work need to be from the original for it not to be considered stealing? Issues such as this need to be addressed with students in the upcoming technology age. Lessons can be based around this concept which will allow students to practice appropriation art, and follow guidelines to ensure avoiding lawsuits and learn about copyright laws/their complex technicalities. 


It was also interesting that the article mentioned how some artists don't like the term "appropriation" and instead prefer the term “image transfer” because it 'more accurately describes the intentions of artists who sample imagery more freely.' The article also states,  'that in the past artists had to engage in a physical act—either engrave a plate or paint a canvas or make a collage or pick up a camera—to appropriate, whereas today images can simply be downloaded or scanned.'

Does the physical, real involvement of replicating an artwork they had to go through in the past make it less of an infringement on Copyright laws? Is there a difference between practicing a technique through replication and forging an artwork?

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[6] Interactive Art

Integrating technology into the art classroom is a concept that has become more and more prevalent. We addressed the idea of using technologies in the classroom that support our lessons. This clip above shows how a modern, living artist used technology to create art- interactive art. I believe as art teachers in the technical world, we need to keep updated on new technologies and programs used to make art, along with technologies and devices we can use in our lessons and to support our lessons. From an older blog post I stated my beliefs that students learn best when engaged interactively in learning. The exhibition in the video above is 100% interactive and would be a good example of an educational field trip to actively engage students and motivate them for a lesson addressing elements found in art (maybe even comparing physically interactive art versus the traditional art medias- painting, sculptures/that are non-interactive, drawing, etc.) 

[5] Interactivity #5: NETS-S & NETS-T

My study was conducted with a middle school science teacher in the Fair Lawn School District. Based on their responses I would assume my teacher was not accurately knowledgeable about the NETS-S/NETS-T. They said they believed they were somewhat familiar with the NETS-S/NETS-T because they believed it was similar to the NJCCCS for Technology (Standard 8.1 Computer Information Literacy). This answer is not all wrong due to the fact they are both technology as a pedagogical means to curriculum goals and not technology as a separate content area (which is similar to the NAEP standards). My teacher did not know if their school had begun to use the new NETS-S/NETS-T but told me they thought it was in the planning stages. They mentioned that other technology initiatives their school implemented were Smartboard training for teachers. Additionally the middle school technology teacher was moved down to the elementary level because their students needed to learn technology skills at an earlier age. An earlier start in developing technology literacy will help increase students' proficiency and media literacy throughout their lives. Also, students' proficiency and media literacy increases with the more authentic practice they engage in. If teacher are trained on how to incorporate new and old digital technologies for teaching and learning, their students will gain exposure, increasing their overall media literacy. The workshop the Fair Lawn School District holds for their teachers will provide them with the confidence and knowledge needed to incorporate supportive technologies into their lesson plans (to ultimately increase students engagement in authentic learning experiences that allow them to practice and increase their media literacy). 

 I was surprised at first at the fact they moved the technology teacher to the elementary level but after I thought about it, it actually makes sense (as previously described); to keep up with the advances in technologies and medias, students need to be exposed at a younger age. As a future art educator I would use the technology teacher as a resource and discuss with them the students’ levels of technology literacy. I could also form and discuss lessons with the technology teacher in which I want to include the use of digital technologies. They could then prepare students and educate them on this certain media/technology. My lesson would enhance their learning and allow the students to transfer and apply their knowledge learned in their technology class to another situation outside of that class, my art class (and eventually they will apply it to a situation outside of their academic life). I would have them practice their developing media literacy by assigning them a project that authentically incorporates their learned materials (technology ) and my art objectives (content standards). I would definitely like to have a mentor to advise me, and to receive feedback on my lesson plans -specifically, how I integrated the NETS-S/NETS-T standards in my lesson.

My Lesson Plan with NETS-S Standards