End of Course Reflection

          The final week of my class Integrating Technology through Content Areas through Walden University is here and  there have been many things that I can take back to the classroom now that summer break is at the end.  This course has given me a GAME Plan, technology tools, ways to help my students succeed for their future, and strategies as a teacher to infuse technology into the classroom.  As I reflect on the past seven weeks, I now realize that being able to integrate more technology into my classroom is on the horizon.

            The GAME Plan that I developed had two major standards that I incorporated to focus on from the National Education Standards for Teachers (NETS-T).  The first being to facilitate and inspire student learning and creativity where teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.  The second is to promote and model digital citizenship and responsibility where teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices (International Society for Technology in Education, 2008). These standards will help my students and I be able to integrate the technology needed to keep up with the 21st century skills needed in the world that we live and to practice a behavior that is appropriate and legal so that students will use technology in an ethical manor to guide them throughout high school and beyond.  When going into the classroom this fall I am hoping to work with the technology teachers so that we all can practice and teach what is best for our students.

            When I think about the immediate adjustments that I will make to my instructional practice regarding technology integration in my art room I know that I need to ask for what I know is best for my students.  Now all I have when it comes to technology in my classroom is access to a computer lab and one iPad for my classroom.  I need to request that my classroom be respected like the rest of the classrooms in the building when it comes to technology in order for my students to thrive.  A whiteboard would be extremely useful to show artworks, have students do presentations, and be interactive with what they are learning.  For my students to use problem-based learning, social networking/online collaboration, and digital storytelling that we have learned through this class I need to have a classroom that is up-to-date with the 21st century.

            During the three weeks of the course, I had to develop a unit plan that incorporated problem-based learning, social networking/online collaboration, and digital storytelling that all integrated technology.   Problem-based learning will enable my students to do the following: learn content as they learn high-order thinking skills, promote student development as self-directed learners, collaborate with others, learn the language of the discipline in authentic contexts, learn the content deeply and apply their learning to new situations and the content is explored in an authentic and meaningful way (Laureate Education, 2010). Most middle school students are use to the ideas behind Social networking/online collaboration, so this technology strategy would engage the students in a positive way if used correctly.  It allows students to incorporate teamwork, work in and out of school challenges students to work at a higher level, and allows for tandem learning of language from native speakers (Laureate Education, 2010).   Finally, digital storytelling in my classroom would be a natural fit with the right technology advancements available in the classroom. Digital storytelling builds various types of skills such as research, analytical, creative thinking, problem solving, interpersonal and communication skills (Laureate Education, 2010).  Because of the creative and visual outcomes of digital storytelling, it is a perfect fit for any classroom especially an art room.      

            The past seven weeks of this course at Walden University has been a learning experience by adapting the way that I go about creating my lessons so they fit into the GAME Plan taught through the class.  Once I was able to develop the unit through a wiki I had a better understanding of how it can happen in my classroom.  I hope as I finish the next two classes with Walden University I will be able to integrate technology in the art room to the best that I can with the technology tools that I can access.

 References

 

International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/standards/nets-for-teachers.

Laureate Education, Inc. (2010). Spotlight on technology: Problem-based learning and technology – Part I. [Video webcast]. Retrieved from [Video webcast]. Retrieved from www.courseurl.com. 

Laureate Education, Inc. (2010). Spotlight on Technology: Social Networking and Online    Collaboration, Part 1. [Video webcast]. Retrieved from www.courseurl.com. 

Laureate Education, Inc. [Producer]. (2010). Spotlight on technology: Digital storytelling, part 1     [Video webcast]. Retrieved from www.courseurl.com. 

Monitoring Your GAME Plan Progress

          While developing my GAME Plan there were two standards in particular which the International Society developed for Technology in Education (ISTE). The first one is that teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. The second standard being to advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources (International Society for Technology in Education, 2008).  In the following weeks and months, I hope to be able to make improvements to my game plan by working hard, and collaborating with my colleagues at the middle school level and with my colleagues at Walden University.

            The past couple of weeks I have been looking at various websites and other teacher blogs and classroom blogs to get ideas from on where to go with my class blog.  I found an interesting website that has tons of information in particular for art teachers called Art Education 2.0. There is a massive amount of information pertaining to technology and art education and I need to spend some time to process it all. When it comes to the second part of my GAME Plan about advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, I am going to have to talk with the technology coordinator about what they already have implemented.  At this point, I can get ideas from the students at Walden University and my Instructor, the text and videos and research ways to do these things in the classroom.

            Thus far, in the process I have learned that technology does not have to be the focus, but is useful as an aid in the teaching process to guide the teacher in teaching content and students in learning.  When it comes to technology, it can be used for student creativity, tools for student learning and assessment.  In the course text Technology integration for meaningful classroom use: A standards-based approach it suggests “that as a teacher it is important to know whether how you teach, with or without digital technology, is effective in helping students learn the intended content” (Cennamo, Ross, & Ertmer, 2009).  For now, I feel that I am on task with my GAME Plan, but am always open for suggestions.

            I feel that, I am jammed with lesson ideas for my students because I know that not all students will go to the high school and take a visual art class.  When I have them at the middle school, I do as many hands on projects that I can fit into 30 school days of art. If I had any questions that I had in mind it would be about the process of the GAME Plan is how do I fit this all in to my curriculum?  Any input with the above would be of a great benefit.  

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage

International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/standards/nets-for-teachers.

Carrying Out Your GAME Plan

     As I reflect on my G.A.M.E plan, I am now finding that I need to strengthen my confidence and proficiency as I explore strategies for seamlessly integrating technology into my content area instruction.  The National Education Standards for Teachers (NETS-T) as follow are the standards, resources, and information I will need to carry out my action plan as well as my intended learning strategy that I want to integrate into my curriculum:

1. Facilitate and Inspire Student Learning and Creativity: Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environment (International Society for Technology in Education, 2008).

     According to Cennamo, Ross, & Ertmer, “we need to use authentic learning is to promote students’ deep understanding of subject-matter content through the process of doing”, and by quote what I take is being hands on and tactile with the process of using technology, much like a sculptor is with their sculpture (Cennamo, Ross, & Ertmer, 2009). To adjust my curriculum so that fits the above standard I will need to work with my colleagues to ensure that my students facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments (International Society for Technology in Education, 2008).  I plan on working with our district technology coordinator and computer teacher to learn how my students can create a weblog that is easy to understand, use and obtain for my students and in my classroom.  I have my own blog that students can visit, and by adding this link to my course syllabus, that I hand out to the students at the beginning of each rotation, this will give them access to some of the expectations that I seek from them in my class.  I want to model this so that students can see for themselves what they can do by using technology.  By modeling the use of technology for my students I want them see that by putting yourself out there with the use of technology it can become a great resource for exhibiting something your passionate about (as in my case art).  I need to explore the options I have by displaying my talent and I need to work on my blog on a more educational, personal, and artistic level (not just to use it for my Walden assignments), so that I can model the work that I expect from my students.  As of right now I am exploring the idea of adding to my blog my art explorations from my 2013 summer for when school resumes for students to see what Miss Wallace has done over the past two and half months. 

4. Promote and Model Digital Citizenship and Responsibility: Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.

a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources (International Society for Technology in Education, 2008).

     With the above standard by the ISTE, I look forward to implementing this into my curriculum.  Many times when students are creating an artwork, they want to use the work of others without giving them credit.  I do not mind if students use ideas from another source, but the problem that I have is they do not give credit when credit is due.  For example, when a seventh grade student brings me a drawing, and as an art teacher, I can tell that the student has traced most of what was drawn.  I think that a frequent amount of students have not been educated about the legal and ethical use of not only digital information, but also information in general.  I want to look into resources that I can use in my teaching that will instruct students the proper ways to respect copyright, intellectual property, and the appropriate documentation of sources (International Society for Technology in Education, 2008).  As of now, I do not know what students’ are learning in English class regarding copyright, intellectual property, and the appropriate documentation of sources.  I need to meet with the English teachers in the building to explore their method of citing materials that way we are all on the same page.  In addition, it would be a good idea to talk with the computer teacher in asking what ideas they have in preventing this to occur when it comes to online resources.  In last week’s blog post, a classmate from Walden Steven Stein suggested that I look at a website called EasyBib.com.  This maybe something that I can present to other teachers in my building to cut down on plagiarism and helping students understand the ethical use of work by others.

     If anyone reading this blog has, any ideas to aid in my implementation of the NETS-T standards feel free to post in the comments section.  I would love to hear outside sources ideas of how they might go about implementing these standards into a classroom or any other resources that maybe available. 

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage.

International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved fromhttp://www.iste.org/standards/nets-for-teachers.

Developing Your Personal G.A.M.E. Plan

Developing Your Personal G.A.M.E. Plan

As an art teacher my first priority is giving my students the awareness of knowing that art is all around them, that they can be creative with their hands and brains, innovative, and finding out then acknowledging that humans have been making art for thousands of years.  I want to use technology as an aid in helping me accomplish this goal for my students.  A way that I can do this is by using the National Education Standards for Teachers (NETS-T) which were developed by the International Society for Technology in Education (ISTE).  Also, a G.A.M.E. plan according to my course text Technology Integration for Meaningful Classroom Use: A Standards-Based Approach involves setting Goals, determining a course of Action to take, finding an effective means of Monitoring my progress, and Evaluating my progress and finding ways to extend my learning (Cennamo, Ross, & Ertmer, 2009).  By adding these two new ways of learning to my classroom I am hoping to accomplish a more pleasurable learning experience for my students that will lead them into remembering what they learned in my classroom and to use those experiences in their future endeavors.  

1. Facilitate and Inspire Student Learning and Creativity: Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environment (International Society for Technology in Education, 2008).

Goals:

I will set the goal of having students use a weblog to use in the art room to communicate found information and share their personal artwork for others to view. To do this I will create my art room blog for students to look at and experience the world of blogging.  I will make it a weekly assignment not only for students, but for myself as a teacher and model to use this technology in my classroom.     

Action:

I will be able to reach this goal by acting on it by working with the computer teacher in the building for students and me to understand the ways in which we can accomplish these goals and implement the action. As stated in the course text I need to determine “what content information do my students need, what instructional strategy will I use and what resources do my students need?” (Cennamo, K., Ross, J. & Ertmer, P., 2009).  The content my students will be working with is art history; students will be using blogs to write and express their creativeness, and to find information students will be using search engines to finds resources.  

Monitor:

One way I can monitor is by using formative assessments.  Formative assessments for students help students monitor learning and are not always used for just teacher purposes (Cennamo, K., Ross, J. & Ertmer, P., 2009).  Rubrics are another way for students to see what they are to do for their learning and expatiations of the assignment. 

Evaluate and Extend:

For this the best practice is self-reflection and student reflection.  According to the text evaluation is the key to determining how successful instruction has been as well as which resources and methods will most likely be successful in the future (Cennamo, K., Ross, J. & Ertmer, P., 2009).

4. Promote and Model Digital Citizenship and Responsibility: Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.

a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources (International Society for Technology in Education, 2008).

Goals:

I want to work with others in my building to establish, advocate, model, and teach safe, legal, and ethical use of technology for teachers and students.  A lot of times students want to copy and paste materials for their own use, but as teachers we need to practice and teach our students the proper ways to use online materials if we want that goal to become reality.

Action:

By working with the school English teacher and computer teacher along with all teachers to make sure that students are clear on ethical ways of using technology integrating technology effectively requires knowledge, confidence, beliefs, and a supportive culture and if these four ideas can be established the action of maintaining digital citizenship and responsibility will be well on its way (Laureate Education, 2009).

Monitor:

To monitor these types of policies, technological skills and requirements teachers and students both need to be aware of respect for copyright, intellectual property, and the appropriate documentation of sources.  Guidelines need to given to students about appropriate materials and restrictions when using the work of others. Citation guidelines need to be shown and taught that way students know responsibilities.  If students are not sure if something is questionable they should not be afraid to ask. 

Evaluate and Extend:

To evaluate my progress of this goal I need to stay on top of the latest trends in technology and ways that I can teach and learn to help students know what is safe and ethical in the use of technology while working with my colleagues and administrators to complete this task.  This indicator is one that can become hard to evaluate because some opinions of others differ in each case. 

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/standards/nets-for-teachers

Laureate Education, Inc. (Executive Producer). (2009). Enriching content area learning experiences with technology: part 1. [Video webcast]. Retrieved from http://www.courseurl.com.

Final Reflection

          As my current course “Bridging Learning Theory, Instruction, and Technology” closes that I am taking through Walden University it is time to reflect on my “Personal Theory of Learning” that I developed during week one of the class.   This class has brought forward the theories that I had learned in my undergraduate classes in a new light letting us explore them and gain understanding of how they might be used in today’s classrooms. When I am teaching during the week I do not go through each learning theory and apply them to my student’s education in my classroom.  Because I have continually educating myself I feel that in my teachings I use bits and pieces of each learning theories such as the Behaviorist, Cognitive, Constructionist, Constructivist and Social learning theories that we explored in this class.  This class has made my understandings of each of these theories more clear and expanded my world of the educational technologies available to my students and me. 

           In my school there are limited resources when it comes to technology tools in my classroom.  I do have access to the computer lab so when thinking about technology tools that I would like to use with my students concept mapping and virtual field trips come to mind.  Both of these tools can be used together or separate to enhance and help students organize ideas, understand concepts, visualize and they support dual coding so that students will remember ideas taught down the road in life.               

          Two long term goals or changes that I would like to make to my instructional practice are to implement more technology in my classroom and to use that technology so that it is effective for students as a learning tool.  When it comes to implementing technology in my classroom I need to approach my administration and let them know that my art students need this to further their education in visual arts and how these resources could advance their knowledge in the content area.  I also need to put research into writing grants for this purpose so that I know I am doing all I can do for what is best for my students.  The second goal of effectively using technology as a learning tool would come into play when I get things such as whiteboards, printers, scanners or digital cameras for my classroom.  A lot of times teachers have these things and it is the teacher who is using them and not the students.  I want my students to be hands on in their learning and they need to learn how to operate and use these types of resources. After all, our students are our students and eventually we have to release them and give them the tools so when they leave our classroom they can fly on their own. 

VoiceThread

Below is my VoiceThread titled: For the Love of ART. Enjoy!
http://walden.voicethread.com/?#u3338227.b3886759.i20079732

Connectivism and Social Learning in Practice

          According to Orey, Social Learning Theories actively engage students in constructing artifacts and conversing with others. In turn Cooperative Learning is an instructional strategy that has students interacting with each other in groups in ways that enhance their learning (Pitler, 2007). Both of these can work together in the classroom so that students gain what is needed for and enriching learning environment.
            Students normally interact with each other socially.  Doesn’t it make sense to use that to our advantage as teachers? There are many opportunities as teachers that we can use such sites such as Facebook, Twitter, Webquest, Google Docs, Edublogs and so on to our advantage when getting our students to have an urge to learn.  I know that I use some of these resources everyday and I gain insights and knowledge from them.  They use these sites anyway, so why not use them in a way that it is benefiting us as teachers also? It makes sense! We can take our content and have students work together on projects through online tools and collectively and cooperatively learn.

Laureate Education, Inc. (2010). Social learning theories. Baltimore, MD: Dr. Michael Orey.

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