Voicethread

I see so much potential for this application in the art room. Please view my first Voicethread, Overcoming Interpretation, and comment. It is about a problem I have with students not being comfortable talking about art.

Connected

Humans are social creatures. This does not suddenly change when students enter the classroom. Social learning theorists believe that we construct knowledge and understand the world around us, based on the interactions we have with others. We depend on others to guide us from what we already know, towards the information we are ready t0 learn. Each individual brings to the classroom their own personal context and culture with which they construct knowledge and understanding of the world around them (Laureate, 2009). Collectively a classroom full of children presents a wide spectrum of "experts" whose diverse strengths can contribute so much to learning as a whole. The United States of America, our country, is a fine example of that idea. Our motto, "e pluribus unum", "out of many, one", speaks loud and clear of the advantages that come from many different people, from many different backgrounds, working together toward constructing a common goal.

Educators have been using instructional strategies based on social learning theories for several years now. The jigsaw puzzle, numbered heads together, literacy teams, etc. are all wonderful examples of some of these strategies. How does technology fits in? The advances in communication, simulation, and the read/write web (Web 2.0), have brought the ability to interact and learn together to a whole new level. Even though I sit here alone in front of my computer, I have the ability to contact my friends, family, co-workers, classmates, world renowned experts, international peers.......I could go on and on. Most importantly, I can not only communicate with them but I can also learn with them by collaborating on projects over millions of miles. It is really amazing to think about. Overwhelming at times.

That is what brings me to a concern for utilizing these tools in the classroom. How do you focus students on the content so that they do not get easily distracted by the social aspect of many of these resources? As I explored many of our listed resources this week I found myself easily drawn away from my main purpose there (how to use it in my classroom). I was instead checking out what everyone else was doing and saying. Some resources kept me under better restraint than others but I feel it is something to consider when using them with students. I always complain about the filter system placed on our school network, but I can see how opening some sites can become a temptation to socially learn about topics not directly tied to the school curriculum. We are only human.....

Finally, I found George Siemens theory of Connectivism very interesting (Laureate, 2009). It seems to me as though in the future it will not be as important what we know, but instead knowing how to access it. I don't know about you but it conjures many Sci-fi movie images into my head. Excuse me...do you mind if I interface with your network a while? There are some benefits to being so interconnected as illustrated in this commercial.

Laureate Education, Inc. (2009). Social learning theories. Baltimore, MD: Laureate Ed., Inc.

Learning to Build, Building to Learn

The Constructionist theory of learning states, "that people learn best when they build an external artifact or something they can share with others" (Laureate, 2009). I guess it is similar to the old saying, give a man a fish, he will eat today. Teach a man to fish, and he will never go hungry. If educators just give students information they will retain it only as long as they have too. But if students have to take that information and manipulate it, interpret it, even test it's accuracy in order to create something; that results in an enduring understanding of the information.

This week's resources offered many examples of ways that "students could use tools and technologies to create artifacts in order to resolve disequilibration" (Laureate, 2009). If, like Dr. Orey states, we are always trying to reach a balance between what we "think" is reality and what truly "is" reality, then by challenging our students to explore outside their schema we induce the need to either assimilate or accommodate new information so that it fits into their world (Laureate, 2009). The booklet project done by Lynda Donovan's sixth grade language arts class shows that when students were asked to reflect on the novels they read, the end product wasn't a few meaningless paragraphs. Ms Donovan pushed them out of the typical book report schema and inspired them to actively create an artifact representing their knowledge using Microsoft Publisher. Ms. Donovan stated that the project took a lot of"trial and error" in using the technology for the students to achieve their end product (Laureate, 2009). Using technology for a project such as this also exposes students to many 21st century skills such as, organization, communication, presentation, research skills, time management, and reflection (Orey, 2001). Not only did the technology allow them to learn about reading and writing in a different way, but it also taught them many other valuable skills.

Have you ever heard the phrase, everything I needed to know I learned in Kindergarten? Dr. Mitchel Resnik of M.I.T agrees with this idea. His blog on Edutopia, Kindergarten is the model for lifelong learning, is worth the read because I think it relates deeply to the ideas behind the constructionist theory and how project-based learning can continue beyond Kindergarten.

Speaking of Kindergarten, you may be very inspired by this video I also found on Edutopia, Beginning the Journey: Five-year-olds drive their own PBL projects. I just started serving Kindergarten in the art room this year and I have found them to be the most creative and amazing little beings. What I don't understand is what happens to those beautiful creative minds? They just seem to vanish, sometimes as quick as first grade. Is it because their instruction is based less on the Constructionist theory of learning? Is this where technology can play a role in older students classrooms? I hope so.

Laureate Education, Inc. (2009). Constructionist & Constructivist Learning theories. Baltimore, MD: Laureate Ed., Inc.

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

Cognitive Correlations

My school district mandated the application of the cognitive learning theory in all classrooms and trained us in a program called Learning Focused Schools. One of the main components of a learning focused lesson plan is the graphic organizer. Call them what you want, concept maps, webs, advance organizers, they all serve one purpose, to organize information, help visualize ideas and connections between ideas. As an artist and as a visual learner, I appreciate the value of these cognitive tools. Much of my art curriculum is focused around understanding, interpreting, and communicating with visual images, so by using these tools in my instruction I am able to model that very idea. I find that they help me very much when planning a lesson and laying out an entire unit. Cognitive tools such as these help to organize knowledge and present information. They can help the learner to go beyond their own limitations, like for me, memory (Orey, 2001). I use the concept maps to help guide my lesson and make sure that I don't leave something out or forget an important point.

Matter of fact to help me with this blog entry I have formed a visual representation of the correlation between several instructional strategies and cognitive learning theories on Webspiration. Check it out. You tell me which you prefer, a few more paragraphs or the map?


Laureate Education, Inc. (2009). Cognitive learning theories. Baltimore, MD: Laureate Ed., Inc.

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Using Behaviorism in Instructional Technology

As I try to integrate more technology in my classroom, I see the value of correlating each element with leading learning theories. This week I explored many resources which support the principles of the behaviorist learning theory. Most all of these resources provided activities for students to either interact by answering questions or experience modeling through watching tutorials.


The resources I explored provided critical feedback (positive or negative reinforcement)in a timely manner. This type of instant feedback illustrates to students that they are learning something (Laureate, 2009). Using technology as programmed instruction, teachers can really target specific desired behaviors in individual students. "Behavior that goes unrewarded will be extinguished"(Orey, 2001). When teachers cannot supply the positive reinforcement, the reward, the instant feedback, in a timely manner, well designed instructional technology can do it for us. As technology gets more sophisticated, programs can go beyond just drill and practice and also link students to a variety of activities that meet their individual needs and differentiate instruction (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Imagine how much more effective homework could be if it included targeted programs on the computer which provided the needed practice, but also provides the critical reinforcement which all students need but rarely get at home while doing homework. Homework could actually become a "fun thing".

My personal experience with instructional technology changing my behavior, mainly comes from tutorials. On-line tutorials,and multi-media presentations, model desired behaviors. Behaviorist theory defines this as observational learning (Orey, 2001). I have had much success in my classroom using this instructional strategy to teach origami. Students watch a video that demonstrates step by step how to fold a paper into a small intricate sculpture. They work at their desired pace and they learn by watching and doing it along with the video. They experience success, thus reward, much more often using this strategy in comparison with my students who attempt to learn it from book illustrations. I believe the modeling is key in this case. Having it on the computer allows me to divide my individual demonstration amongst several students simultaneously.

In having this success with tutorials, My behavior has been reinforced and I suspect that I will be including more of these demonstration videos on my Moodle site.

Laureate Education, Inc. (2009). Brain research and learning. Baltimore, MD: Laureate Ed., Inc.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

A Look in the Mirror

Over the past eight weeks I have grown significantly in my technology skills as a professional. I have created this blog, participated in a wiki, and published my first podcast. In doing so, I have become more familiar and comfortable with these forms of technology. The idea of using them in my classroom with my students is not as mystifying as it was before. I have also begun to check professional blogs regularly through the use of a wonderful time saver, the RSS Feed aggregator. I am now able to visit with a larger community of like-minded individuals with whom I am able to share and learn.

The articles I have recently read have brought me to a better understanding of how to prepare my students for the 21st century. I understand that I need to match my teaching methods to the emerging learning styles brought about by the influences of technology in our world. Technology, and the skills needed to work with it are becoming an integral part of our students’ lives outside of school. It is imperative then to extend that technology usage into their educational lives. Marc Prensky brings up many good points about how students today think and approach learning in very different ways than in the past. Yet our educational institutions still remain tied to traditional instructional methods (2001). It will be up to creative and innovative educators to lead the way towards more effective instruction that meet the needs of our “digital natives”.

Along with this idea, the modern educator needs to change from teacher-centered instruction to student-centered instruction. Being an art teacher, I have always allowed for creativity with in my lessons. In doing so, I know that means the direction a project can go towards is sometimes unpredictable. As I have allowed more creative freedom in my classroom, I have noticed a drop in behavior problems and an increase in enduring understanding of my content standards. I affectionately term my class as, “controlled chaos”, it always has a purpose and even though they may all go about it in a different way, my students find their path to understanding the ideas we are studying. I love learning beside my students. Every day is a new challenge and teaching is truly fun.

I enjoy a challenge and every year I set goals for myself so that I am always learning. As I continue to pursue my goal of increasing the usage of technology in the art classroom, I hope to continually grow in my knowledge of even more and better ways to increase the achievement of my students. First, I anticipate that each of my remaining graduate course will provide me with more knowledge and skills in using technology, Second, I foresee myself taking regular classes and attending conferences that will further my professional development in technology use. Last and most importantly, I already see myself emerging as a leader in technology use in my school and district. Just this week, I found myself sharing some articles and web sites with our district technology director. He and the technology department are beginning to write our district’s technology curriculum and I want to have an influence in the direction it takes. Although he did not admit it, I know that he found my information very useful. I noticed that he passed it on to the “powers that be” (assistant superintendants). I don’t care if I get credit, I just hope it will eventually influence the direction my district follows in regards to technology.

To conclude, I will leave you with two specific goals I have decided to accomplish in the next two years. My hope is that by proclaiming them here to the world, I will be motivated to do whatever it takes to accomplish them. First goal seems simple enough but it has its own challenges. I want to set up blog sites for both my fourth and fifth grade classes so they keep and maintain a digital portfolio with written comments. The two challenges I face are teaching myself how to efficiently manage it and convincing my district to unblock access to blogs from our school network. I hope that over the next few courses in my graduate studies, I will become more familiar with ways to manage technology in the classroom. If not, that I plan to network with other art teachers who are currently using electronic portfolios and learn from them. Convincing the district to unblock the site will come from me demonstrating the importance of this experience for increasing student achievement. I believe I have already begun to lay the groundwork to be able to influence the direction technology takes in the district. It may take some time and some “smoozing”, but in the end, I feel it will happen. My second goal is a little ambitious but like I said, I like a challenge. I want to be teaching an elementary Digital Art class in two years. I have seen in neighboring districts the existence of two art classrooms in a school, the fine art classroom and the digital art classroom. The digital art classroom was basically a computer lab set up for students to create projects using technology. The brick wall I am up against in achieving this goal is our quickly disappearing budget. I understand it is hard to justify the expense of such a program when you are laying-off teachers left and right just so you can pay the bills. It may be impossible to accomplish this goal during these economic times but I do plan to lay the foundation for the idea. I hope to locate a grant opportunity that may end up being exactly what is needed. Also I will try to keep abreast of my district plans for any “theme schools”. A digital art classroom would fit perfectly in a technology theme school.

Whichever direction my future leads me I know that I need to continue in the pursuit of my goals and to always reflect on my instructional performance. I must continue to use and improve my strengths and keep aware of my weaknesses so that I may focus on the opportunities they provide for growth.

Prensky, M. (2001). Digital natives, digital immigrants, part II: Do they really think differently? On the Horizon, 9(6).

How are my students currently using technology?

I decided to survey my students to get a true picture of skills and abilities with different technology both at school and at home. Listen to the results.