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.

 

Constructivism in Practice

              In week four in the learning resources theories and ideas that were discussed were Constructionist, Constructivist, Project-based and generating and testing hypotheses in the classroom. According to Dr.Orey Constructivism is a theory of knowledge stating that each individual actively constructs his or her own meaning and Constructionism is a theory of learning that people learn best when they build an external artifact or something they can share with others (Laureate, 2010).   Project-based learning is according to Orey a teaching and learning strategy that engages learners in complex activities. It usually requires multiple stages and an extended duration and more than a few class periods and up to a full semester. Projects focus on the creation of a product or performance, and generally call upon learners to choose and organize their activities, conduct research, and synthesize information (Orey, 2012).  Project-based learning occurs often in my art classroom, but because of the thirty day rotation that occurs in the classroom there are limits on how long my students have to complete an art project although they are given the limit to the last day of the rotation.  Project-based learning and Constructionism work together where students create an artifact where they have to organize, research, and synthesize information to show they have retained information and created a project out of what they have learned. 

            When it comes to generating and testing hypotheses Howard Pitler suggests that this instructional strategy engages students in complex mental processes, applies content knowledge like facts and vocabulary, and enhances student’s overall understanding of the content (Pitler, 2007).  The chapter suggests three different technologies that generate and test hypotheses: spreadsheet software, data collection tools, and Web resources (Pitler, 2007). All of these sources can be used in such a ways that the Constructionist theory of sharing knowledge and artifacts with others can be used and expressed.  

  

 Resources

Laureate Education, Inc. (2010). Constructionist and Constructivist Learning Theories. Baltimore, MD: Dr.Michael Orey.

Orey, M. (Ed.). (2012). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

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

Cognitivism in Practice

          Two chapters were explored this week from my class at Walden University from the book Using Technology with Classroom Instruction that Works “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking” both use cognitive learning theories.  These instructional strategies not only help students become better at being organized, but also help students retain what is being learned in the classroom and understand new content that is being learned. Also, we were to explore Concept Mapping and Virtual Field Trip tools.  These tools correlate with the instructional strategies and cognitive learning theories by having students discover new ways of learning ideas and information by using technology.

            The first instructional strategies “Cues, Questions, and Advance Organizers” offer teachers information to teach students ways of understanding content being learned with embedding technology.  The authors suggest that “Cues, Questions, and Advance Organizers” “focuses on enhancing students’ abilities to retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn and Malenoski, 2007). By using these types of strategies and technology can help students retain information being learned such as word processing applications, spreadsheet software, organizing and brainstorming software, and multimedia programs they can help students retain the information by evoking multiple senses and help store information in a students memory because images are being used, developed and seen. 

            When it comes to “Summarizing and Note Taking” the authors suggests that “summarizing and note taking focus on enhancing students’ ability to synthesize information and distill it into concise new form.  Teachers can help students separate important information from extraneous information and state the information in their own words” (Pitler, Hubbell, Kuhn and Malenoski, 2007).  Although in my middle school art class students do not usually have to note take they do have to summarize information that is being learned and use that information to create artworks of their own.  The ideas that this chapter has offered like wikis and blogs are great ways for students to take ideas that have been learned and summarize them by using these types of technology.  These types of technologies can help students to have reciprocal teaching where others can share, clarify, and question each other.

            Concept Mapping and Virtual Field Trip tools are great ways for students to explore new ideas and old.  These tools help students make mental pictures of information without leaving the classroom.  These tools connect with the principles of cognitive learning theory by having students replicate memory of ideas learned, become organized, supports Paivio’s dual coding hypothesis, information that is stored as images and text, and visualize tools (Laureate Education, 2010).  All of these technologies help students keep new information that is being given to them and allows it to be stored in their memory.

                   

                                          

Laureate Education, Inc. (2010). Cognitive 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.

Behaviorism in Practice

            Two of the instructional strategies that were discussed this week in the class that we are partaking in, “Reinforcing Effort” and “Homework and Practice” from the book Using Technology with Classroom Instruction that Works, relate to Behaviorism by reinforcing what is learned in a classroom setting.  The strategies use technology as a means to make learning more interesting and hands on for students.  Examples could include online tutorials, charts, spreadsheet software, word processing applications, iPads or iPods, etc.  All of these tools are excellent resources in technology that can reinforce ideas in the classroom outside the classroom.

            The first strategy “Reinforcing Effort” uses graphs, charts, and other programs on the computer for teachers, students, and parents to use to track the effort that students make in order to measure their effort and achievement. By using these types of strategies it can develop an attitude seeing the progress that they are making in a class.  This way of showing progress can reinforce a student’s effort much in the ways that behaviorist ideas suggest.

            The second strategy is also a reinforcing Behaviorist idea “Homework and Practice”.  When a student practices and does homework they are in turn reinforcing what has been taught in the classroom.  Dr. Orey suggests that reinforcement is much more powerful then punishment and when something is reinforced it can show that a student is learning something.  In particular in my classroom I do not particularly have homework assignments, but often when students come to me and show me that they practice drawing skills outside of school I will reward them with a sketchbook of their own so that I will reinforce the effort of practice.  I have students tell me daily “I can’t draw” and my response is “do you practice” and I am still waiting for a student to tell me yes. It is because when you want to get great at something you have to practice, practice, practice and practice.  Practice is what makes the ideas of a the Behaviorist Theory of believing that desirable behaviors need to be reinforced. 

           

Resources

Laureate Education, Inc. (2010). Behaviorist learning theory. Baltimore, MD: Dr. Michael Orey. 

  

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

REFLECTION: Understanding the Impact of Technology on Education, Work and Society at Walden University

            This was the last assignment for my forth course at Walden University. Below are questions that I had to answer for the assignment in week seven.

In what ways has this course helped you to develop your own technology skills as a professional teacher?

            This course Understanding the Impact of Technology on Education, Work and Society at Walden University has helped me develop my own technology skills in many ways such as introducing me to RSS feeds, blogs, wiki’s, and podcasting.  If it had not had been for this class I would have never have developed the skills that will lead me into becoming a 21st century teacher.  Yes, maybe I would have eventually learning theses various resources, but not a way to implement them into my classroom.  Hopefully in the future I will be able to gain technology resources for my classroom so that my students can be driven into the 21st century.    

In what ways have you deepened your knowledge of the teaching and learning process?

            I have deepened my knowledge of the teaching and learning process by learning about what I do on a daily basis, which is student-centered learning.  In my classroom I can give students ideas in which to create their art projects and then in turn they can develop them in a way that is meaningful to the student.  Technology can be another means in which students can develop ways in which they can express ideas and show growth.  Students can collaborate together using technology that can help prepare them for the 21st century skills that will be required when entering college and the workforce.

In what ways have you changed your perspective from being teacher-centered to learner-centered?

            As a former student in middle school and high school I was not very focused or would just zone out in class when a teacher was lecturing and teaching.  It was not until I went to college and found that things could be different when I took my visual art and art education classes.  I feel that my teaching has always been somewhat student-centered.  The time that my teaching is teacher-centered is when I have to give directions and demonstrations or verbally discipline my middle school art students when they get out of hand or too loud. This class has shown me to focus on my students in a way so that they have control of what is being created in my art class.

In what ways can you continue to expand your knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement?

            Some ways that I can expand my knowledge of learning, teaching, and leading with technology is to spread the word about technology within my district, learn all that I can about up and coming 21st century technologies, and educate myself continually through my experiences through Walden University and beyond.  These examples will help my students achieve success.  If I can obtain these goals they will make me become a better teacher and in turn make my students more successful in what I am responsible for them learning.

Set two long-term goals (within two years) for transforming your classroom environment by which you may have to overcome institutional or systemic obstacles in order to achieve them. How do you plan to accomplish these goals?

Goal #1

            My first long term goal would be to obtain ipads or laptops for my classroom.  I have an art room that is in dire need of technology.  We could do so much more if we just had the opportunity to have these tools for the classroom.

Goal #2

            My second long term goal would be to find a grant to help obtain goal #1 so that my students can experience what all other students across the county have and that is a 21st century art classroom.  I am hoping my experiences through Walden University will help guide me to accomplish both of these goals because I know that my students would benefit most from these ideas and goals.

Refer to your checklist from Week 1. Have any of your answers changed after completing this course?

            Developing Technology Skills for the School and Workplace Environments section of the checklist is where I had the most “rarely” answers, but through this course it have given me ways that I can inform myself and my coworkers on technology use in and out of the classroom.  I now feel more confident then ever entering my classroom in the morning knowing that I can prepare my students for their future.

Profiling the Students of Today

        For week 5 of my Graduate course work at Walden University my class Understanding the Impact of Technology on Education, Work and Society we had to develop a podcast that incorporates "Profiling Students of  Today" and their use of technology. Here you will find the link to the podcast. It was an enjoyable experience and shined light onto what my students know about technology and what they have yet to learn. (My voice sounds a bit deep.....was not sure why! lol) Enjoy!

Evaluating 21st Century Skills/ P21

          In week four in my fourth class at Walden University:  Understanding the Impact of Technology on Education, Work & Society we are to post to our blog about evaluating and exploring the website of the Partnership for 21st Century Skills website or abbreviated P21. This website discusses the advancement of 21st century skills that are and will be needed for students while and once they finish school and are entering the workforce.  When exploring this website there were a lot of things that excited me because I teach art and as an art educator in the state of Ohio look to things outside of the state standardized test.  A lot of what they focus on is information literacy, critical thinking, communication and problem solving skills, teamwork, information technology, leadership, creativity and innovative thinking, lifelong learning, self-direction, professionalism, ethics, and social responsibility.  Most and hopefully one day all of these ideas I would love to think that I do everyday in my classroom. 

           When searching through the website there was tons of information, but of course as an art teacher my eyes go directly to anything that correlates to the arts, creativity and innovation. The P21 website embraces creativity in schools and I saw a link under “The Creative Act”-Marcel Duchamp that made mention of the Readymade artist Marcel Duchamp.  Known for his innovative ideas in art one of his most well known or controversial artworks is that of a urinal called Fountain from 1917.  He with other artists from the time made the public think differently or more creatively when thinking about ideas in art.  Today his name is being discussed on the P21 website not because of a urinal, but because of his new ideas of those days back then.     

          Other ideas that caught my attention are that of the 4 C’s: critical thinking, communication, collaboration and creativity, that P21 bases their ideas around along with the 3 R’s.  I feel that because I have not yet had the opportunity to have technology in my classroom that I am still able to capture the 4 C’s into my daily teachings and my students are continually learning them.   I feel that technology in my classroom is not a necessity, but could heighten the use of the 4 C’s in my art room. It would make all of the C’s more compatible with the 21st century skills that my students future employers would be looking for when hiring them in their future.   There was a video on the website from you tube by Peter H. Reynold called Above & Beyond: The Story of the 4 C’s that made me think back to when I taught art at the elementary level.  He wrote and illustrated a book called The Dot and Ish that I would read to my students.  Those books along with the video tell a story of using creativity to create the unimaginable, and to think outside the box.  As a teacher I feel that we need to push our students to do so everyday we are in the classroom.

          If there were one thing from the website that I would have to criticize would be the state initiatives that were listed.  My state was on the list, but it looks as though since our previous governor Ted Strickland left office and the new governor (dare I write his name) Kasich has not done anything to update the website.  I feel things that P21 are doing is to improve the education system in the United States.  I am hoping when I go back to the website down the road that I will see that my state will be more on board with the ideas behind P21.    

          The implications for my students and myself as a contemporary educator are that I   need to keep myself updated on new trends and to get my students on track for their future.  It is important for not only my students, but for myself as an educator to be aware of what is going on in education and to always continue to be a life long learner no matter what I do in my life.

The Art Room....Let's Blog!

One idea that I have to use this blog for is to showcase student artwork and the art room itself for my middle school students in grades 5-8.  Many things go on in the art room.  Yes, we make art and NO, we do not just COLOR!! We CREATE and INNOVATE!!  We EXPRESS our FEELINGS and our IDEAS.  This can be a place for my students, their parents/guardians and my community to come to when they want to write, see and read about what is happening in the H.M.S art room. This is a great place to advocate my program, especially because too often the ARTS get overlooked.  I can, as the H.M.S. art teacher, keep students, teachers, administrators, parents/guardians and the community updated when it comes to lessons and information that happens in the art room. The students can even communicate and discuss topics assigned in various lessons through the 30 day rotations that they have art class. Come back soon to see what is going on with the blog and the H.M.S. art students work.

This is the first time I have ever Blogged......definitely something new. Hopefully I can use this as a means to make art even more important in the district and school that I teach, especially for my students because that is the whole reason I teach! Here is to new challenges and using technology! Salute!