Experiencing Park University ED 491
Park University ED 491 far exceeded my expectations. Each and every class session was loaded with useful ideas for integrating technology in teaching and learning activities. In a time when it seems like keeping up requires continuous, substantial reinvestment in the latest, greatest technology equipment and applications, this class showed the smart way to make the most of technology using software and equipment you have or can obtain inexpensively. PhotoStory 3 and Audacity definitely qualify as practical applications anybody could use in their classroom. Through assigned projects designed for use of those applications, class members were forced to find out for themselves just how possible it is to produce customized teaching tools quickly and easily with technology. I would not change a thing about this class, save remaining dedicated to delivering information about the most recent free, simple technology tools teachers would benefit from knowing about and experiencing. Thanks for a terrific learning experience.
Friday, May 9, 2008
Tuesday, May 6, 2008
Week 7 Writing Prompt Responses
Grant Opportunity
With the current focus on Math, Science and Communication Arts learning and achievement, grant opportunities for visual arts education appear to be in limited supply. The Kids in Need Foundation awards mini-grants, in amounts ranging from $100 to $500, to classroom teachers for use in innovative learning activities for students, without ties to specific content areas. A $500 mini-grant would fund the purchase of a set of four to five Flip video cameras for fourth- and fifth-grade students to use in a digital video art project. With a brief learning curve, the Flip video cameras would easily integrate with existing technology at the elementary school level and allow the art teacher to develop lessons focusing on artistic concerns around video creation such as storyboarding and frame composition. Additionally, this exciting learning opportunity would allow students to showcase their learning using current technology methods.
$2500 Donation to Classroom
A $2500 donation would go a long way to fund technology integration in a single classroom. In my own classroom, this donation would fund four equipment purchases: one Elmo projector, one set of ten digital cameras, one set of ten digital microphones, and an external hard drive for backup. The Elmo projector provides a convenient method for the teacher to quickly project print and digital instructional content without relying on specialized, occasionally messy, supplies such as transparencies, Vis-à-vis markers, and photocopied pages. A teacher may simply place a book or a print of an artwork beneath the Elmo’s document camera for instant projection, or insert a memory device to retrieve saved content to be projected. In the long run, the cost of the Elmo will be offset by savings in supplies, copies and instructional time. Equipping a classroom with a set of low-cost digital cameras will make student access to technology for their learning projects much more efficient and engaging since students will be able to advance through assignments with technology components at a reasonable rate. Elementary art students would use digital cameras for learning elements and principles of art, art history, and graphic representation. Students would also use digital images to learn basic image manipulation techniques using software bundled on school computers. The same ideas apply for equipping a classroom with a set of digital microphones. Elementary art students would use digital microphones to record critique comments in a computer-based program, or to demonstrate learning around art history topics. Additionally, students might develop a podcast, or record voiceovers on PowerPoint shows. By regularly backing up their work on their own classroom stand-alone hard drive, students will establish the best practice of regular backup of their work. In short, a $2500 donation would place technology in reach for students on a daily basis in meaningful, authentic learning activity.
With the current focus on Math, Science and Communication Arts learning and achievement, grant opportunities for visual arts education appear to be in limited supply. The Kids in Need Foundation awards mini-grants, in amounts ranging from $100 to $500, to classroom teachers for use in innovative learning activities for students, without ties to specific content areas. A $500 mini-grant would fund the purchase of a set of four to five Flip video cameras for fourth- and fifth-grade students to use in a digital video art project. With a brief learning curve, the Flip video cameras would easily integrate with existing technology at the elementary school level and allow the art teacher to develop lessons focusing on artistic concerns around video creation such as storyboarding and frame composition. Additionally, this exciting learning opportunity would allow students to showcase their learning using current technology methods.
$2500 Donation to Classroom
A $2500 donation would go a long way to fund technology integration in a single classroom. In my own classroom, this donation would fund four equipment purchases: one Elmo projector, one set of ten digital cameras, one set of ten digital microphones, and an external hard drive for backup. The Elmo projector provides a convenient method for the teacher to quickly project print and digital instructional content without relying on specialized, occasionally messy, supplies such as transparencies, Vis-à-vis markers, and photocopied pages. A teacher may simply place a book or a print of an artwork beneath the Elmo’s document camera for instant projection, or insert a memory device to retrieve saved content to be projected. In the long run, the cost of the Elmo will be offset by savings in supplies, copies and instructional time. Equipping a classroom with a set of low-cost digital cameras will make student access to technology for their learning projects much more efficient and engaging since students will be able to advance through assignments with technology components at a reasonable rate. Elementary art students would use digital cameras for learning elements and principles of art, art history, and graphic representation. Students would also use digital images to learn basic image manipulation techniques using software bundled on school computers. The same ideas apply for equipping a classroom with a set of digital microphones. Elementary art students would use digital microphones to record critique comments in a computer-based program, or to demonstrate learning around art history topics. Additionally, students might develop a podcast, or record voiceovers on PowerPoint shows. By regularly backing up their work on their own classroom stand-alone hard drive, students will establish the best practice of regular backup of their work. In short, a $2500 donation would place technology in reach for students on a daily basis in meaningful, authentic learning activity.
Thursday, April 24, 2008
Week 6 Writing Prompt Response
Copyright and Teachers
Responsibilities associated with copyright and fair use, both in and out of the education setting, rest with all of us. Creators of content deserve credit, remuneration, and any other rewards they seek for their ideas and effort. In recent years, content creators have raised the profile of copyright concerns, and gained ground in legal protection for their work. Teachers need to realize their unique role in modeling responsibility for copyright and fair use in their own classroom practice, in addition to teaching their students about copyright and holding students accountable for use of content created by others. Copyright and fair use issues are not going away, and the sooner the education community is able to adhere to copyright and fair use requirements, the better off everyone will be.
Responsibilities associated with copyright and fair use, both in and out of the education setting, rest with all of us. Creators of content deserve credit, remuneration, and any other rewards they seek for their ideas and effort. In recent years, content creators have raised the profile of copyright concerns, and gained ground in legal protection for their work. Teachers need to realize their unique role in modeling responsibility for copyright and fair use in their own classroom practice, in addition to teaching their students about copyright and holding students accountable for use of content created by others. Copyright and fair use issues are not going away, and the sooner the education community is able to adhere to copyright and fair use requirements, the better off everyone will be.
Wednesday, April 23, 2008
Week 5 Writing Prompt Response
Is Google Good or Evil?
Conceptually, the many components which make up Google, by themselves, are good. Whether one wants to find information, communicate with others, or create files easily shared with others, Google has the elegant solution to meet the need. It would be difficult to argue with Google’s investment in creativity and problem solving for the masses.
As attractive as this one-stop shopping may be, Google remains on the “Buyer Beware” list. Google is the same as every other computer in that it is inherently built to record information, and then manipulate it. The more we use Google, the more data we freely offer to its care and keeping, placing us at the mercy of those in leadership at Google, now and in the future. It is impossible to predict what is ahead for Google and its leaders, but the wise consumer recognizes the potential for unwelcome use of personal information placed in the care of unknown stewards.
In the same way a savvy investor diversifies her assets, so too must the savvy technology user diversify her skill set and arsenal of technology tools. Google has its place in a modern arsenal of technology tools, but it should not be the one-stop shop. Diversification equals protection.
Conceptually, the many components which make up Google, by themselves, are good. Whether one wants to find information, communicate with others, or create files easily shared with others, Google has the elegant solution to meet the need. It would be difficult to argue with Google’s investment in creativity and problem solving for the masses.
As attractive as this one-stop shopping may be, Google remains on the “Buyer Beware” list. Google is the same as every other computer in that it is inherently built to record information, and then manipulate it. The more we use Google, the more data we freely offer to its care and keeping, placing us at the mercy of those in leadership at Google, now and in the future. It is impossible to predict what is ahead for Google and its leaders, but the wise consumer recognizes the potential for unwelcome use of personal information placed in the care of unknown stewards.
In the same way a savvy investor diversifies her assets, so too must the savvy technology user diversify her skill set and arsenal of technology tools. Google has its place in a modern arsenal of technology tools, but it should not be the one-stop shop. Diversification equals protection.
Tuesday, April 15, 2008
Week 4 Writing Prompt Response
On YouTube in the Classroom
YouTube, when properly filtered by teachers, is a great source of authentic content which likely will engage students in classroom learning activities. Teachers should not assign student work requiring students to access YouTube on their own because it places students at risk for exposure to inappropriate images and ideas. Ideally, I see no issue with students being allowed to post content to YouTube, as long as personal security measures are understood and followed. However, it may be time for education to step up and give students some training in their responsibility for what is recorded and published in their videos. The confrontation video reflected as much on the students’ blatant disrespect for their teacher, along with their probable misuse of cell phones during school hours, as it did on the teacher’s attempts to regain control of the classroom. Perhaps those students would reconsider posting that type of content if they understood that they are also publishing a record of their own behavior.
YouTube, when properly filtered by teachers, is a great source of authentic content which likely will engage students in classroom learning activities. Teachers should not assign student work requiring students to access YouTube on their own because it places students at risk for exposure to inappropriate images and ideas. Ideally, I see no issue with students being allowed to post content to YouTube, as long as personal security measures are understood and followed. However, it may be time for education to step up and give students some training in their responsibility for what is recorded and published in their videos. The confrontation video reflected as much on the students’ blatant disrespect for their teacher, along with their probable misuse of cell phones during school hours, as it did on the teacher’s attempts to regain control of the classroom. Perhaps those students would reconsider posting that type of content if they understood that they are also publishing a record of their own behavior.
Sunday, April 6, 2008
Week 3 Writing Prompt Responses
Outside Interests
View article
Use of high-tech teaching methods and class work is directly connected to the teacher’s comfort level with technology. If students are placed on the same level of collaboration with their teachers, it seems as though teachers may sacrifice classroom management leverage. Therefore, it is critical that schools and teachers invest in acquiring technology skills and integrate technology in daily learning activities to engage students while maintaining an authority position for teachers. However, real people live in the real world and many “things to do” are not reliant on technology for a quality outcome. In addition to striving for relevance in content, process, and product in a constantly technologically-upgrading world, I believe we, as teachers, have a responsibility to model balance which includes discipline around when and when not to use technology.
Teachers Tap Video-Sharing in the Classroom
View article
The argument that TeacherTube and SchoolTube are not reliable sources of information for classroom use is irrelevant. Teachers are the experts on what is relevant and reliable for meeting their educational objectives, and part of a teacher’s responsibility in choosing media for classroom use is review for accuracy and age/content appropriateness. The school district in which I work subscribes to at least three separate instructional media resources with quite comprehensive libraries of commercially-produced content. Adding teacher- and student-produced selections to the mix, via TeacherTube or SchoolTube, provides an authentic perspective in media which is difficult to find in commercially produced media. It may also serve as a catalyst for technology integration in classrooms as ideas shared between teachers and students pave the way for innovation in future processes and product.
Low-Cost Handheld Targets Elementary Students
View article
It looks like a GameBoy. If the software is well written, there is little doubt in my mind that this concept will be a big hit with the early elementary crowd. I hope it does not become a babysitter for overwhelmed, tired teachers, like video games can be babysitters for overwhelmed, tired parents. I hope children will go outside and play at recess and at home, and not be hypnotized by the video games. I hope children will interact face-to-face with their peers and teachers in their “workplace” and, along with learning, develop character traits such as respect and compassion instead of grooming selfish demands to be entertained at all costs, at all times.
Online Speech Pits Students vs. Teachers
View article
Children and parents who view online social networks as private communication are sadly mistaken. It seems that those who choose to pursue First Amendment protection in online social network posts need first to consider their potential responsibilities such as defamation. Social network posts are written, published records. While crude name-calling may not constitute legal offense, making patently false claims of lurid behavior committed by another individual could be subject to legal response. Even if the school itself cannot stop inappropriate social network posts, individuals referenced in such posts may have legal recourse. Children and their parents may not be educated in responsibilities around defamation, so it is best to allow disciplinary action, in the context of education, to address these issues. Children who disagree with decisions of their school administrators need to learn responsibility to express their disagreement with “higher-ups” in appropriate, conventional language and means of communication. This is a skill which will serve them for the rest of their lives. It is also a far better solution to resolving conflict over inappropriate online behavior of children than legal battles could ever provide.
View article
Use of high-tech teaching methods and class work is directly connected to the teacher’s comfort level with technology. If students are placed on the same level of collaboration with their teachers, it seems as though teachers may sacrifice classroom management leverage. Therefore, it is critical that schools and teachers invest in acquiring technology skills and integrate technology in daily learning activities to engage students while maintaining an authority position for teachers. However, real people live in the real world and many “things to do” are not reliant on technology for a quality outcome. In addition to striving for relevance in content, process, and product in a constantly technologically-upgrading world, I believe we, as teachers, have a responsibility to model balance which includes discipline around when and when not to use technology.
Teachers Tap Video-Sharing in the Classroom
View article
The argument that TeacherTube and SchoolTube are not reliable sources of information for classroom use is irrelevant. Teachers are the experts on what is relevant and reliable for meeting their educational objectives, and part of a teacher’s responsibility in choosing media for classroom use is review for accuracy and age/content appropriateness. The school district in which I work subscribes to at least three separate instructional media resources with quite comprehensive libraries of commercially-produced content. Adding teacher- and student-produced selections to the mix, via TeacherTube or SchoolTube, provides an authentic perspective in media which is difficult to find in commercially produced media. It may also serve as a catalyst for technology integration in classrooms as ideas shared between teachers and students pave the way for innovation in future processes and product.
Low-Cost Handheld Targets Elementary Students
View article
It looks like a GameBoy. If the software is well written, there is little doubt in my mind that this concept will be a big hit with the early elementary crowd. I hope it does not become a babysitter for overwhelmed, tired teachers, like video games can be babysitters for overwhelmed, tired parents. I hope children will go outside and play at recess and at home, and not be hypnotized by the video games. I hope children will interact face-to-face with their peers and teachers in their “workplace” and, along with learning, develop character traits such as respect and compassion instead of grooming selfish demands to be entertained at all costs, at all times.
Online Speech Pits Students vs. Teachers
View article
Children and parents who view online social networks as private communication are sadly mistaken. It seems that those who choose to pursue First Amendment protection in online social network posts need first to consider their potential responsibilities such as defamation. Social network posts are written, published records. While crude name-calling may not constitute legal offense, making patently false claims of lurid behavior committed by another individual could be subject to legal response. Even if the school itself cannot stop inappropriate social network posts, individuals referenced in such posts may have legal recourse. Children and their parents may not be educated in responsibilities around defamation, so it is best to allow disciplinary action, in the context of education, to address these issues. Children who disagree with decisions of their school administrators need to learn responsibility to express their disagreement with “higher-ups” in appropriate, conventional language and means of communication. This is a skill which will serve them for the rest of their lives. It is also a far better solution to resolving conflict over inappropriate online behavior of children than legal battles could ever provide.
Friday, April 4, 2008
Week 2 Writing Prompt Response
Do you have any ideas on how you could use student created video in your classroom?
The art classroom would be an ideal setting for use of student created video. In upper elementary and older grade levels, a unit on video could cover concepts of
videography such as shooting clean source footage, compositional and performance quality, image lists and storyboards, adding effects, titles, and motion graphics, etc. Student created video could also be used in projects covering famous artists, periods in art history, or other cultures. In these more conventional video projects, students might create a commercial for a famous artist’s “products;” they could do a news interview of a famous artist; students could create a documentary on a period in art history; or they could combine music, stories, and images of other cultures into a video montage.
Photo:
Canipe, Steve. artist.jpg. 2005. Pics4Learning. 8 Apr 2008 http://pics.tech4learning.com/
The art classroom would be an ideal setting for use of student created video. In upper elementary and older grade levels, a unit on video could cover concepts of
videography such as shooting clean source footage, compositional and performance quality, image lists and storyboards, adding effects, titles, and motion graphics, etc. Student created video could also be used in projects covering famous artists, periods in art history, or other cultures. In these more conventional video projects, students might create a commercial for a famous artist’s “products;” they could do a news interview of a famous artist; students could create a documentary on a period in art history; or they could combine music, stories, and images of other cultures into a video montage.Photo:
Canipe, Steve. artist.jpg. 2005. Pics4Learning. 8 Apr 2008 http://pics.tech4learning.com/
Wednesday, April 2, 2008
Multicultural Studies in Art : Mexico
The giraffe at right is an elementary art project involving construction of an animal figure using random, small scraps of wood. Students glue the wood pieces together to form an animal shape. The shape is then sanded down to smooth corners and further shape the animal's features. Using tempera paints, students are encouraged to use bright colors to paint and embellish the animal's "coat." When student projects are completed, they are shown examples of authentic Oaxacan wood carvings to inform their reflection and discussion of problem solving techniques and ideas communicated through this art form.
Thursday, March 27, 2008
Week 1 Writing Prompt Responses
iLearn Technology
http://ilearntechnology.com/
A fabulous distilled list of free, web-based technology resources suitable for elementary school use, this blog spotlights the best, newest, and most cool resources on the web in a series of posts describing what each one is, how to integrate it, and tips for use. Written for students, teachers, and parents by Kelly Tenkely, an elementary computer teacher from Colorado, this blog provides several resources, such as Panwapa and Picturing America, which could be put into use within this school year in my own computer classroom. Mrs. Tenkely's web site home page provides a great example for computer classroom management on which I plan to model my own teacher home page.
The Cool Cat Teacher Blog
http://coolcatteacher.blogspot.com/
Cool Cat Teacher Vicki Davis discusses technology and social issues, links to recommended reading on and off the web, and shares her work as a teacher, entrepreneur, edublogger, and all-around plugged in person on this blog. Mrs. Davis sets a great example for viewing and using technology as a vehicle for human interaction near and far. She is a clever writer and often slants her posts with inspirational, occasionally preachy, analogies between technology and the human condition. Her ideas for teaching with and about technology apply to any teacher looking for ways to integrate Web 2.0 and student-centered learning in their classroom.
Heyjude
http://heyjude.wordpress.com/
From Australia, Judy O'Connell is a Library and Information Services professional who provides resources for school research and synthesis using technology. I plan to share her posts on Pandia and Visuwords with other teachers in my school, as these research tools may afford our students some new resources for their learning projects. Ms. O'Connell's use of avatars raises questions for me on the use of avatars in the Web 2.0 interactive learning environment and is something I would like to discuss in our education technology class this term.
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