Final Blog Post

In order to implement the first goal of my GAME plan, I needed to learn how to construct an online course in our school management system, ANGEL. This was a priority that had been on my list since August, and due to the process of setting goals for my GAME plan, I have, finally, pursued the instruction I need to begin the New Year with the first facet of my online classroom, which will entail blog responses every two weeks. Therefore, due to the extra impetus of our course requirements, I am on my way to discovering the other end of online learning, from the instructor’s point of view. I am excited about beginning a reflective blog in my course because, very often, I neglect to pause for reflection during class time. Since visual arts is a hands-on lab, much of the course material is difficult to effectively teach on-line, therefore, I find that teacher-student interfacing is best served while working on art projects. The on-line option has provided additional opportunities for reflection and art history.

Developing an on-line learning community is still a work in progress. The form and quality it takes will depend on my persistence in making connections. I enjoy getting on the Internet, and exploring. What a wide open world it is, too…… I’m really looking forward to sharing thoughts with others to deepen my professional scope, and due to my GAME plan, these goals now have a sharpened focus in my workday. All in all, these goals can only improve my practice, and I’m satisfied that they are good choices for me, personally, as well as, professionally.

Using My GAME Plan Process with Students

The GAME Plan is really a very logical process for implementing goals at any age. To develop goals, implement activities or an action plan, monitor the progress of the plan, and then evaluate the plan will fit the pursuit of almost any set of goals, whether they are NETS-S goals or state standards. Yet, in this post, the focus is on the NETS-S standards. When considering these specific standards, I am interested in developing reflective blogs, as mentioned in previous posts, multimedia projects such as digital stories, and, finally, using applications for illustration and photo processing in the classroom, but I do have parameters in which to operate.

First, our school district allows no collaboration outside of the sanctioned learning environment called ANGEL. Blogs and wikis are possible through this interface, but only in a school-wide and/or classroom environment. We do have free applications that have been allowed on our network; such as, Inkscape, Gimp, and Windows Movie that can be used for the creative explorations in which I am interested. Therefore, many of my goals for the students can be realized, with the exception of blogs and wikis that would include a wider, global audience. Maybe these options are around the corner. We can only hope…

Any suggestions for creative uses of technology in the art room are welcome! No idea is without merit. Other points of view and thoughts stimulate creativity, at least for me, and I am always searching inspiration.

I have enjoyed collaborating with our group, and hope that we may continue exchanging ideas in our final stretch. Two more classes, and the next class has a really skinny book! Maybe that means we can spend more time exploring the Internet. Good luck to all of you

Revising My GAME Plan

What have you learned that you can apply to your instructional practice?

I have reflected upon the first approach that I would like to make on ANGEL, our online learning environment, and taken the first steps to building a reflective blog to use with my student after the new year. The first blog will still be a reflection on the description and interpretation of a famous artwork. Two weeks later, the second blog will be a reflection of their first project. At first, I thought this would be difficult because of the memory required to upload that many jpegs into the system, but the IT specialist figured out a way it could be done easily. I am hopeful that this plan will work. Therefore, I feel confident that I have learned what is required to begin building my online environment.

In attempting to build an online professional learning community, I have work to do. I have learned that simple attempts to begin collaborations (i.e., starting a blog, joining a group) are not sufficient to engage individuals in a fruitful collaboration. It is a busy time of year, and I need to be patient. Yet, with the coming of the New Year, I also, need to be more persistent in the exploration of Art Education 2.0, and find other venues in which to collaborate with other art educators.

What goals are you still working toward?

As explained above, I am still in the process of designing an online environment in which my students can reflect upon their own artwork, as well as, the artwork of famous artists. My development of an online learning community will also, take more time and persistence. Goals I will pursue as soon as Christmas, and this class are over. Time is a key element in realizing these goals.

If you are not ready to set new learning goals, how will you extend what you have learned so far?

My goals to build a course in ANGEL, is a work in progress. After I get the blogging underway, the possibilities are numerous. Maybe working on a collaborative report in small groups, using a wiki, as a culminating project each 12 week session, or making an infomercial on a famous artist. Can the students convince their audience that their chosen artist is unparalleled in the world of art, and that they must have the available artwork as an investment?

A professional learning community has unlimited potential. At this juncture, I don’t have plans to set new goals, the exploration of the potential of online collaboration is enough for me to pursue. Once I have gotten deeper into the process, more layers of discovery and communication will reveal themselves. I look forward to the adventure.

What learning approaches will you try next time to improve your learning?

There are many applications with which I would like to experiment. I have downloaded Inkscape and Gimp onto my laptop, and they are also available on each computer at school. It goes without saying, the academic teachers have been quite busy building their courses on ANGEL, and haven’t had the opportunity to become familiar with these more creative applications. Logically, these new applications are under my umbrella, and I would like to become familiar enough with them to help the staff expand their curriculums to include projects that incorporate the “new visual literacies”. If we all take a piece of the challenges ahead of us, and train each other, technology in education will seem less daunting.

Evaluating My GAME Plan

As I reflect on my GAME plan, I see that my goals were fairly realistic, although the rigors of the holiday season, as well as, professional demands and my current academic pursuits caused me to adjust my timeline. At least, I now know how to design a course in ANGEL. The IT specialist gave me great instructions; therefore, it is my turn to do the rest of the work. My goals for the new semester will be dependent on my efforts to design basic blog requirements in Angel over the holidays, so that I can implement my GAME plan for the new six weeks. Although there are many events planned with friends and family, I will spend the few hours needed to take the first steps in designing an online learning environment to be used for the purpose of critiquing art and self-reflection.

I have not been as successful in creating an online learning community. To date, I have joined two blog groups, and uploaded many examples of student artwork to the site at: http://arted20.ning.com/photo/photo/listForContributor?screenName=2nmgv5x93cc4d A few were even featured on the home page, yet no conversations have evolved. My approach has been to ask questions about online learning, and put them “out there” in cyber world for sage responses. Maybe everyone is as busy as I am, and January will prove more fruitful. I had high hopes for this website because I admire Craig Roland’s insights on the integration of art and technology, and hoped that the site would have more activity. Yet, maybe I need to search for like-minded art educators on the site, follow their activity, and become a part of their conversations. Another Craig Roland site that I found suggests other sites for future collaboration that I intend to pursue.

In evaluating my GAME plan, I must admit it is still a work in progress, yet I am committed to accomplishing the goals I established in the beginning. Its success will depend on an increased amount of time and tenacity on my part. Sounds like a New Year’s Resolution, huh?

Monitoring My GAME Pan

At this juncture, the implementation of my GAME Plan is on hold. I have attempted to set up an online blog through Angel, but have been frustrated with conflicting schedules. Our Instructional Technologist is often busy when I am free and visa versa. I still have a week to get this simple project done before the winter break begins, so modifying my plan does not seem necessary, yet. Recently, I have located resources on the Four Step Art Criticism process, which will be helpful in structuring my learning environment. The first steps were to have the students critique artwork in a class blog on a bi-weekly basis, alternating between critiques of student artwork and famous art pieces. Hopefully, I can get this accomplished according to my plan.

Our HEART committee has not met in December, due to the holiday rush, but my commitments to this committee have already been established for the New Year. As far as, engaging in professional blogs, I have established my blog, but more connections need to be made. By developing my own personal learning community, I think I will find more fruitful interactions between myself and other art educators. This will require more research and time on my part. Finding quality blogs that are of interest to me, as well as, researching group blogs is the next step. Then, I must establish RSS feeds on those blogs in order to follow the conversations and exchange of ideas taking place on a daily basis. Not finding time for this has been very frustrating, as well, because I am very motivated to construct a learning community. Maybe the winter break will give me enough time to build the interactive environment that I envision.

My Efforts to Carry Out My GAME Plan

Standard 1C- “Any academic or creative process will be a richer, deeper experience if it is accompanied with some sort of reflection. My first goal is to create a student blog using ANGEL, our blended learning management system. I will utilize this blog to encourage them to reflect on each others artwork, and famous artworks, as well.”

Above is the first goal of the GAME plan that I described in my last post. In order to develop, implement, monitor, and evaluate that plan, it is necessary to feel confident using the technology that our school provides. To prepare for a class blog, I will first need to form my classes within ANGEL, and then take my students to one of the school’s computer labs to register. This is an important step because, to date, I have not learned the process. ANGEL was newly launched this year, and getting the academic courses up and running was administration’s first priority. Now, that the demands on our IT Specialist are less acute, these few weeks before the holidays would be an ideal time to enlist his help in structuring my classes, and registering my students. After winter break, I will have six weeks to use the class blog with my second group of students. According to the action plan that I proposed, reflection on artwork would be required in a class blog every two weeks. By learning the first steps in conducting on-line instruction, with a due date in mind, I plan to proactively pursue a better quality learning experience for my students. If reflection is required as part of my on-line class structure, I no longer will be able to shove it aside in my hurry to introduce new projects. One site that promises to have great material for blogging is http://www.smarthistory.org/ My first impulse was to choose an abstract artist’s piece to discuss, since abstract art can be controversial, it provokes discussion. I thought that the video on Kandinsky’s “Composition VII” http://www.smarthistory.org/Kandinsky-CompositionVII.html relayed an important message about Abstract Expressionism, which involved the integration of the senses. I would be interested in reading responses to this website and the potential it might have for a middle school blog. I love the casual conversation between the art historians, but I question whether it would be too advanced for the middle school student, or maybe the material offered would be an excellent way to increase rigor in the visual arts classroom. I welcome any and all opinions.

Standard 5A
My second goal is to become involved in professional blogs on quality Web sites, such as, http://arted20.ning.com/ I have just begun to explore the site and it promises to be quite informative. Locally, I will increase my activities in our local HEART (Henry Educators of Art) Association.

Today, I developed a page on Arted2.0, and have posted my first blog. Although this sounds a bit ridiculous, I will include my new art blog in my academic blog. This is my first attempt to reach out to other art educators on a global scale to search for answers to on-line content in art education. The blog reads:

“My middle school has recently adopted a new leaning management system called ANGEL. This year only academic subjects have been required to develop heir classes on-line, next year, the fine arts will be asked to use ANGEL, as well.

My question to other art educators is.....
What would a quality art program look like on-line? What activities would best serve the middle school student? Does anyone have great websites that could help me develop the content of the on-line portion of my course? I guess I just need all the help I can get.

If we all work on this together, I believe it will serve us well. Soon all subjects in K-12 classrooms will have on-line access, and I would like to have the best advice available to offer content that is rich and relevant.

I want to take the leap into those cold, foreign technological waters...... “

My plan is to monitor progress weekly by keeping a reflective blog in ANGEL. As a staff, we are required to reflect each week, but I have made a minimal effort to fulfill that responsibility. If I make administrators, as well as, colleagues, aware of efforts to improve my practice, I will have a stronger motivation to stay “on target”. This approach will, also, involve a larger community in the evaluation of my personal goals and the fulfillment of those goals.

Finally, I need to develop a rubric for my students to establish the expectations of classroom blogging. Before I begin to develop and assign blogs, I need to have a goal in mind. Well, I guess I have a lot of work to do in the next few weeks, which means I need to stop writing and start researching☺

My Personal GAME Plan

In my professional life I have had many game plans, but I haven’t written many of them down. I will now endeavor to articulate a GAME plan as described by Cennamo, Ross, and Ertmer (2010). GAME is an acronym in which the G stands for setting goals, A involves the actions one must take to achieve those goals, M is the process of monitoring those actions, and E is the necessary evaluation that must occur to determine the strengths and weaknesses of your GAME plan.

The articulation of this GAME plan is not voluntary. I must admit it is a class requirement based on the five 2009 NETS-T Standards. Thoughtful analysis and reflection is always a practice that encourages growth. So, like taking castor oil, I will do the best I can to improve my professional practice and grow. First, I need to choose two indicators of the five standards that will have the greatest influence in improving my professional practice. The standards and indicators are listed below:

Standard 1-
Indicator C- Teachers promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes.

Standard 5-
Indicator A- Teachers participate in local and global learning communities to explore creative applications of technology to improve student learning.

Goals-
Standard 1C
Any academic or creative process will be a richer, deeper experience if it is accompanied with some sort of reflection. My first goal is to create a student blog using ANGEL, our blended learning management system. I will utilize this blog to encourage them to reflect on each other’s artwork, and famous artworks, as well.

Standard 5A
My second goal is to become involved in professional blogs on quality Web sites, such as, http://arted20.ning.com/ I have just begun to explore the site and it promises to be quite informative. Locally, I will increase my activities in our local HEART (Henry Educators of Art) Association.

Action-
Standard 1C
Often, in my rush to begin a new project, I neglect that very important step of reflection. To use the collaborative potential of technology would, not only, increase student enthusiasm in the reflective process, it would also, reduce the demands on studio time. Creating blogs for students to share ideas would add depth to the visual arts curriculum. Ideally, students would post a photograph of their finished project, and then add a reflection of the work in ANGEL. Then, students would need to respond to two or three responses of other’s posts to complete the reflection assignment. This reflective blogging would occur approximately once a month, as that is the average length of a project.

I would also; display famous artworks in ANGEL, and students would be required to post and respond once a month, in much the same manner as is explained above. In reflecting on their own artwork, and that of a famous artist, students could have meaningful reflective communication using the collaborative tools provided by our school through the process of blogging.

Standard 5A
Locally, we are sponsoring an Arts Festival in March of 2010, and I have agreed to enlist local businesses to volunteer items to sell in our silent auction. The money contributed to the HEART Association during the silent auction will help to purchase art supplies and equipment for the public schools. Hopefully, these contributions will also help train teachers and equip art rooms for the demands of the future. Globally, I will continue to explore new Web sites and collaborate on-line with communities of art educators, beginning with the afore mentioned, http://arted20.ning.com/

Monitor-

Standard 1C-
Every two weeks, I will assign a blog in which the students will respond. The first blog entry will be a reflection of their first project. Two weeks later, I will assign a reflection on a famous work of art, and this pattern will be maintained through the 12-week session. I will commit to this by making it part of my lesson plans that are submitted on ANGEL for administrative approval. The process of monitoring student blogs is already incorporated in the ANGEL system. Blogs automatically are submitted to the teacher for approval before they are released for all students to read. In this way, I can manage and record student progress.

Standard 5A-
By staying involved in our local HEART association, and assisting with committee work to make the 2010 Arts Festival a success, I plan to not only, stay engaged in our local learning community, but also, raise money for the improvement and expansion of the fine arts departments in Henry County. I will make a commitment to attend all meetings held by the HEART association, and try to attend any state conferences that are offered.

To become involved with global communities, I plan to add to my weekly calendar a block of time each week devoted to revisiting familiar blogs and wikis. During that time, I would also take time to explore new alternatives, as well.

Evaluation-

Standard 1C-
Administrators, parents, and students alike will conduct the evaluation of the visual arts blog site. Student performance will be evaluated with a rubric created by the teacher and students agreeing upon what expectations need to be met to achieve excellence.

Standard 5A-
In order to keep track of the time spent with local and global learning communities, I will need to record, in my calendar, planned commitments for the month, and also, record the “real time” spent on each activity. My measure of success will be if my planned time aligns with the “real time” I have spent on each commitment. Each month I will assess whether the amount of time spent on collaboration needs to be adjusted to better fit my schedule.

In developing a simple GAME plan, my hopes are to improve as an educator, rather than utilizing my usual random efforts in pursuing excellence. As a result, I am, actually, looking forward to analyzing the results of my more organized plan of action. Here’s to organization!

Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

National Education Standards for Teachers (NETS-T), Retrieved November 12, 2009, from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.

Reflections on Bridging Theories, Instruction, and Technology in the Classroom

*Reflection on My Personal Learning Theory-

During the first week of this class we reviewed four major learning theories as an introduction to our course material. As I reflect on these theories presented by Dr. Michael Orey, Behaviorism, Cognitivism, Constructionism or Constructivism, and Social Constructionism, I feel that my personal learning theory is still eclectic in nature. (Laureate Education, Inc., 2008) Each student is an individual with unique needs, desires, and learning styles, and no one learning theory is a prescription for success in learning. I still concur with Lever-Duffy and McDonald’s (2008) statement that:
“. . . . it is best to think of all [learning theories] together as the range of possible explanations of learning and to think of each individual approach as a unique and special addition to your collection. Then, as an eclectic instructor, you can choose to implement those parts of the theories that best match your learners’ needs and the characteristics of a particular lesson’s objectives” (p.18).
Yet, due to the nature of visual arts, I find that I emphasize the Constructivist/Constructionist Theories of Learning the most. I include both theories because they are equally relevant to my discipline. As Dr. Orey explains, Constructivism is a theory of learning in which students build their own meaning out of the information that is either, discovered by the learner, and/or presented by the instructor. Whereas, Constructionism is a theory of learning which is the most effective, when, in addition to the above, an artifact is built or created that can be shared with others. (Laureate Education, Inc., 2008) The creation of an artwork is as conceptual as it is technical in nature; therefore, artists must first, construct their own meaning and purpose for an artwork before they can begin the technical process of construction. It is difficult for one to exist without the other, even when the conceptual process is intuitive.

*Immediate Adjustments in Technological Integration-

When our new school year opens, I plan to begin the process of eliminating independent paperwork assignments. In the past, I have assigned vocabulary sheets, chapters in the textbook, and Scholastic Art articles for the students to complete on their own. Such assignments were problematic, due to the fact that the students would do a sub-average job on written work required in an art class. If class work became a collaborative, digital process, rather than an independent, paper bound process in drudgery, maybe work quality, and therefore learning, would improve. Johnson, Johnson, and Holubec (1986) described Cooperative Learning as students collaborating to “attain group goals that cannot be obtained by working alone or competitively” (as cited in Orey, 2001). Add to this the opportunity to produce their work digitally, using multiple sources, to produce a multimedia project; and I hope to improve work quality, as well as raise motivation. The paperless classroom I propose will be easier to establish this coming school year, due to the fact that we are implementing a digital learning environment, called ANGEL. Each student will receive a 4G memory stick to use at home and at school, and we will have the capacity to assign and accept work on-line. In fact, the system is similar to Walden’s on-line classes. I’m looking forward to exploring all of the new technological possibilities available next year.

*Long term Goal Changes-

As one long term goal, I would like to explore the introduction of technology into the production of artwork. I am impressed by the concept of a “new ‘digital literacy,’ in which students will need to know the language of camera angle, colors, soundtrack, and fonts in much the same way they need to know the grammar of written and spoken language” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 104). George Lucas (2005) compares this new phenomenon to the effects the printing press had on the reading and writing abilities of humankind. (as cited in Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 104) When the language of visual arts is placed in this light, it would be remiss of me not to research the possibilities of introducing technology into art assignments. My plan is to take small steps and use the software that I have currently and, also, use what is available on-line for free. I now have Adobe Photoshop Elements 7 and Photoshop Premiere, but I have discovered through this class, many other resources available on-line. The manipulation of photographs and video is a possibility, as well as, claymation and animation, with no extra cost to the school. Of course, the combination of various medias is an option, as well. Ideally, I would like to have the students develop their own digital portfolio for assessment at the end of the 12 week course, combining their multimedia projects with their photographed and critiqued artwork. The possibilities are almost overwhelming, yet I am pleased that art is being viewed as “real stuff, not fluff”. The importance of aesthetics in digital presentations is certainly on the horizon.

Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1986). Circles of Learning: Cooperation in the classroom. Edina, MN: Interaction Book Company.

Laureate Education, Inc. (Producer). (2008). Program three. Instructional Theory vs.
Learning Theory [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.

Laureate Education, Inc. (Producer). (2008). Program seven. Constructionist vs. Constructivist Learning Theories [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.

Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Lucas, G. (2005, November 17). George Lucas and the new world of learning [Podcast]. Edutopia Radio Show. Retrieved August 28, 2006, from http://www.edutopia.org/php/radio/php

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


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

Social Learning in Practice

The social learning theories presented in this course have an intriguing premise that humans construct reality. As Kukla (2000) states, “Members of society together invent the properties of the world” (as cited in Orey, 2001). It’s the quintessential puzzle of the tree falling in the forest. If no one heard it fall, did the tree exist? That puzzle always made me puzzled. Initially, in our reading, I had to stop and think about the nature of reality. I’m still kicking this around, but I felt more comfortable with the constructivist’s assumptions about knowledge and learning. Knowledge is a product of the collective human mind and learning occurs when human minds interact. Essentially, we learn best when we “hang out” together. That sounds great to me because I am convinced that using technology through collaborative learning is the most effective way to educate our young people for the challenges that await them tomorrow. In his book The World is Flat (2005), Friedman recognized that “we are living in a time when learning and innovation are increasingly global. To be prepared for the fast-paced, virtual workplace that they will inherit, today’s students need to learn and produce cooperatively” (as cited in Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.139). Well, constructivists and other social learning theorists would certainly agree with him.

Technology has become intricately laced into our current and future reality, and if we accept the views of the above scholars, our students will best learn about their “new world” through cooperative or collaborative teamwork. The structure of Web 2.0 facilitates collaborative learning with blogs, wikis, document sharing, and multimedia projects through the use of Web resources, to name a few technological tools. As a result, knowledge will become public property for us to share and access when needed. I have heard the proclamation that those that lived from the late 1800’s to see the first man on the moon witnessed unparalleled industrial and technological advances. What will they say about our generation? What will we witness in the future?

Friedman,T.L. (2005). The world is flat: A brief history of the twenty-first century. New York: Farrar, Straus, and Giroux.

Kukla, A. (2000). Social Constructivism and the Philosophy of Science. New York: Routledge.

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

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

My First Voicethread

My VoiceThread...http://voicethread.com/share/530268/

As I was brainstorming about the different ways that I could use VoiceThread in my classroom and the on-line learning environment, the ideas that popped into my head were numerous. I decided to settle on the most basic place to begin, instructional VoiceThreads. Demonstration and instruction are difficult in the art room because it is problematic for students to follow explanations of visual elements from a distance. I find that if I do limited group instruction and try to get to individuals and small groups for relaying detailed directions and techniques, it works much better. Yet, that small group experience exists only for that moment, and often, I need to repeat myself for absent students and the others who gave me limited attention. If I developed an archive of instructional videos and VoiceThreads, to upload onto my on-line classroom, I could use them to assist students that need repetition and get absent students caught up with the instructional material they missed. Then, I could use more of my time facilitating students in the process of creating and developing their artwork. Although the VoiceThread presentations wouldn't be as personal or interactive, I believe they would be better than whole group presentations, and definately better than a rushed reiteration of missed instructional content. I just need to figure out how to use the doodle tool because that would be invaluable for me. The school has provided me with a writing tablet that works beautifully in isolation, but I haven't figured out how to use the doodle in tandem with the spoken commentary on VoiceThread. Let me know if you all have some advise.

Constructionism in Practice

Constructivism and Constructionism are compared quite simply by Dr. Michael Orey in our DVD segment for this week. Constructivism is “a theory of knowledge stating that each individual actively constructs his/her own meaning”; whereas, Constructionism is “a theory of learning that states people learn best when they build an external artifact or something they can share with others”. (Laureate Education, Inc., 2008) My simplistic interpretation of these two definitions is Constructionism is Constructivism with an added component of “building stuff” to augment the learning process and to assist the student in making more connections with their current networks of knowledge. As a visual Arts teacher, I am a constructionist at heart, and a participant in project-based learning. According to Thomas, Mergendoller, and Michaelson (1999), as well as, Brown and Campione (1994), “projects are complex tasks, based on challenging questions, that serve to organize and drive activities, which taken as a whole amount to a meaningful project. They give learners the opportunity to work relatively autonomously over extended periods of time and culminate in realistic products or presentations as a series of artifacts, personal communication, or consequential tasks that meaningfully address the driving question”. (as cited in Orey, 2001) This is what I, humbly, believe I do in visual arts.

The whole truth is, the arts can contribute so much more to project-based learning than they currently are. In my research this week, I found a wonderful series of films in Edutopia that emphasize the importance of interdisciplinary education with the obvious inclusion of the arts. I was not able to view all eight films, but I will in the next few weeks. They call upon us, as educators, to realize the power of personal expression and multi-sensory learning, and to collaborate with each other in order to use the arts in all disciplines. What better way to construct project-based learning? Technology is an essential piece in creating artifacts, but I fear in the process of integrating technology into the 21st century classroom, that products produced with one’s own hands will lose their educational importance. Artistic expression is intimately connected with the human experience, and can not be minimized, even with the looming importance of technology in education.

Brown, A.L., & Campione, J.C. (1994) Guided discovery in a community of learners. In K. McGilly (Ed.), classroom lessons: integrating cognitive theory and classroom practice (pp. 229-272). Cambridge, MA: MIT Press.

Laureate Education, Inc. (Producer). (2008). Program seven. Constructivist and Constructionist Learning Theories [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.

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

Thomas, H.W., Mergendoller, J.R., & Michaelson, A. (1999). Project-based learning: a handbook for middle and high school teachers. Novato, CA: The Buck Institute for Education.

Cognitivism in Practice

Reviewing Dr. Michael Orey’s presentation of Cognitive Learning Theories, I found that his Information Processing Model was very basic and easy to understand. We first experience sensory input of information which becomes part of our short-term memory. We then need to take this new information and make connections with networks that exist in long term memory, in order for the new information to be remembered and understood. (Laureate Education, Inc., 2008) Our jobs as educators, is to assist the student in making the connections in order for learning to occur.

Students need to be able to “retrieve, use, and organize information”. Teachers can use instructional strategies to enhance these processes by using “cues, questions, and advance organizers”. (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p. 73) Summarizing and note taking is also important in making connections. When students are confronted with new information, they need to go through a process of consolidation which necessitates summarizing and note taking. Every piece of information is not essential to remember. Students need to develop the “ability to synthesize information and distill it into a concise form. Here teachers work on helping students separate important information from extraneous information and state the information in their own words.” (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p. 119) Technology can function as an invaluable tool in incorporating multi-modal sensory experiences to assist the students in making as many connections with previous knowledge stored in long-term memory as possible, as well as, assisting students to focus on relevant information to remember and learn.

Some examples of technology that can be used to assist in making connections are concept mapping and virtual field trips. Concept mapping is useful because it visually makes connections that models how networks function in the brain. (Laureate Education, Inc., 2008) In concept mapping, ideas are connected, forming a web-like structure that clarifies how each new concept is connected with another. Not only can visual images be added, but also, links to additional information. As Novak and Canas (2008) state, concept mapping is a basic concept in “cognitive psychology that learning takes place by the assimilation of new concepts and propositions into existing concept and propositional frameworks held by the learner. . . . Out of the necessity to find a better way to represent children’s conceptual understanding emerged the idea of representing children’s knowledge in the form of a concept map.” (p. 3) Concept maps can, not only, function as a means to activate prior knowledge, and a way to add new information to already established networks of information, but as an assessment tool, as well.

Virtual field trips can create a connection with long-term memory called episodic memory which ties new knowledge into previous events in your life. (Laureate Education, Inc., 2008) They offer a unique experience to go to new sites that are relevant to new concepts being learned, which offers a multi-sensory experience that assists in making connections in learning. I can see great potential with virtual field trips in Visual Arts. I am excited to visit museums on-line, and explore what they have to offer in the way of visual field trips. This technological possibility can have great impact in my classroom.

Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theories [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.

Laureate Education, Inc. (Producer). (2008). Program six. Spotlight on Technology: Virtual Field Trips [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.

Novak, J.D. & Canas, A.J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC Cmap Tools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publcations/ResearchPapers/TheoryUnderlyingConceptMaps .pdf

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

Behaviorism in Practice

As far as I can ascertain, behaviorism is a very straightforward educational theory. So straightforward, that it seems too simple for the complexities of human nature, but it has its place in every classroom. All people look for approval because we are social animals; we need each other for survival and happiness. According to behaviorists, in order to survive and gain approval we respond to our environment with behaviors we have learned that support our success and happiness. As Parkay and Hass (2000) have stated:
In assuming that human behavior is learned, behaviorists also hold that all behaviors can be unlearned, and replaced by new behaviors; that is, when a behavior becomes unacceptable, it can be replaced by an acceptable one. A key element to this theory of learning is the rewarded response. The desired response must be rewarded in order for learning to take place. (as cited in Orey, 2001)
In elaboration, Lever-Duffy (2008) state, “A reward includes all positive, negative, or neutral reinforcement to a behavior” (p. 15). So, when learning occurs it needs to be rewarded. Simple enough, yet teachers need to determine whether or not learning has occurred and become familiar with the process of learning. Technology offers many possibilities to determine whether learning has occurred; it also offers some interesting ideas that explore the process of learning.

In the learning process, the correlation between effort and achievement is not always understood by the learner. As Pitler, Hubbell, Kuhn, and Malenoski (2007) state, “The research tells us that not all students realize the importance of effort. Many attribute their success or failure to external factors” (p. 156). If students become aware that effort is a desirable trait that increases achievement, as well as, elicits positive responses, they are more likely to put more effort into their work. I appreciate how the strategy of using spreadsheet software clarifies the interaction between effort and achievement, making it apparent to students that they can control their level of achievement.

Another important strategy is homework and practice. Facts and concepts are not learned on first presentation, nor should this be expected. If it were expected, then many students would be met with failure. Marzano, Pickering, and Pollock (2001) state, “Typically students need about 24 practice sessions with a skill in order to achieve 80 percent competency” (as cited in Pitler, Hubbell, Kuhn, and Malenoski, 2007, p. 188). “Because it is easy for errors to slip in when students are practicing, teachers should give feedback as quickly as possible—ideally, early in the practice sessions, before students internalize erroneous processes and knowledge” (Pitler et al., 2007, p. 188). The capabilities of software, multimedia, and web resources make technology an excellent option for homework and practice. When engaging in practice work, technology offers an excellent alternative. Through the use of technology students can chart their progress, receive immediate feedback, access many resources outside of school, receive differentiated instruction, and be entertained the whole time.

Yet, caution needs to be used when assigning homework, as well as, drill and practice. A connection needs to be made when asking student to become involved with these types of assignments. “The purpose of homework [and practice] needs to be identified and articulated” to give repetitive practice meaning (Pitler et al., 2007, p. 187). And as Orey adds, in our course material, technology is most effective when remediation activities are minimally incorporated, otherwise the passion for learning is lost because the children’s lessons are reduced to rote drill and practice. (Laureate Education, Inc., 2008). Our responsibility, as educators, is to keep that balance for our students.

Laureate Education, Inc. (Producer). (2008). Program four. Behaviorists Learning Theory [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.

Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Marzano, R.J., & Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association of Supervision and Curriculum Development.


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


Parkay, F.W., & Hass, G. (2000). Curriculum Planning (7th Ed.). Needham Heights, MA: Allyn & Bacon.

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

Relationship and Community Building

Being an effective educator involves all of the complexities that exist in human nature. Not only does the teacher need to, personally, lead a balanced life in order to be an effective role model, but he must also be adept at dealing with the many personalities that sit in his classroom each day. With that being said, it seems to be a rather daunting pursuit to step into the classroom and be a “teacher”. We know that so much of what we do, in and out of the school, has an impact on our students. Therefore, the logical place to begin to improve would be with oneself. We need to be effective role models everyday, which can not be minimized. “Research indicates that individuals are more likely to model the behaviors of people whom they view as possessing competence and control over resources, and who are major sources of control, support, and reinforcement-characteristics possessed by teachers” (Jones & Jones, 2007, p. 70). We, also, walk a fine line between being cheerleaders and disciplinarians. We must “simultaneously assert both [our] right to be treated with respect and [our] responsibility for ensuring that students treat each other with kindness. Warmth and concern can exist side by side with firmness. Indeed, effective management involves blending these vital ingredients” (Jones & Jones, 2007, p. 80).

In our assigned reading, Jones and Jones (2007) suggest several ways to improve student-teacher relationships which are, as stated above, as important as the methods of discipline employed. The activities that I feel could be utilized quickly and simply in my classroom are the I-message, demonstrating interest in student activities, and the suggestion box. One change that I could begin tomorrow is the I-message. This method of correcting behavior is effective because it “express[es the] personal feelings [of the teacher] and often deal[s] with student behavior that require[s] change” (p. 111). By explaining, privately, how I feel when a student displays disruptive behavior, I am explaining how his behavior, specifically, impacts me. I am not telling him what he did wrong. As Curwin and Fuhrmann (1975) state, “when I tell someone what’s wrong with him, I virtually take away from him all responsibility for himself….Thus I leave him powerless and probably defensive” (as cited in Jones & Jones, 2007, p. 110). From my vantage point, this is a very compelling reason to begin using the I-message.

Demonstrating an interest in an individual’s activities is an easy, common sense approach to becoming involved with all people, regardless of age, but when used in a student-teacher relationship, it can be instrumental in improving relationships, behavior, and academic achievement. “Students and their guardians are extremely appreciative of and impressed with teachers’ attendance at student activities”, and this is another activity I can begin right away (Jones & Jones, 2007, p. 89).

Given that “students often perceive their teachers as relatively uninterested in their ideas about the classroom” a time efficient way to recognize and honor their ideas and opinions would be to have a suggestion box (Jones & Jones, 2007, p.89). This is another simple, yet effective way to improve student-teacher relationships that I could begin as soon as I provided a box in which to put suggestions. Once a week we could devote time to reviewing the suggestions made in each block, and in this way, projects and procedures could be adjusted to reflect the students’ needs and interests.

Another important aspect of the school environment is peer relationships. “When students are liked by their peers…[they] experience a sense of safety and security, belongingness and affection, significance, respect for others, and power. Students are then able to concentrate more fully on learning and are willing to take greater risks” (Jones & Jones, 2007, p. 123). The above is a strong argument in favor of positive peer relationships in the academic setting, and the first activity that I thought would be valuable for the students, as well as, myself was the Name Chain. The process of repeating names and interests would help everyone to know two important things about each other. In a large middle school, the students, often, do not know each other’s names, and I certainly struggle with names everyday, as well. Initially, an individual’s name is the first, and most basic, fact to learn about a person. When you do not know someone’s name, it has a negative effect on further communication. Any activity that can help us remember each others’ names is worth the investment of time, especially in a large educational setting.

The second activity that could easily be implemented each twelve week session is to design a T-shirt which communicates ideas, interests, and activities that are important to each student and would assist them in getting to know each other better. Finally, I would like to involve my students in more group decision making, “Group cohesiveness [can] be enhanced by involving students in shared decision making about classroom organizational factors or problems” (Jones & Jones, 2007, p. 142). The more my students can become involved in working together to establish the classroom environment, the more they will feel an investment in each other and the community they create together.

All in all, implementing activities which improve student-teacher and peer relationships can only serve to make the educational environment more rewarding for all parties involved. As Wentzel (2003) states, “Research indicates that student motivation and positive behavior increase when students perceive their relationships with peers and teachers to be positive and supportive. In addition to facilitating enhanced learning and more responsible behavior in schools, feeling connected to school is a major factor influencing a wide range of issues associated with the positive mental health of young people and adolescents” (as cited in Jones & Jones, 2007, p. 71). To further explore students and the effects of positive relationships, I found the web site for Positive Behavior Support. This site presents approaches to whole-school programs which improve the behavioral and learning environments within a school, and there are still many sites to visit. Yet, any initiative to improve the relationships within the academic community could only prove to be constructive for the learning environment, as a whole, and I look forward to extending my knowledge and research in the future.

Curwin, R., & Fuhrmann, B. (1975). Discovering your teaching self: Humanistic approaches to effective teaching. Englwood Cliffs, NJ: Prentice Hall.

Jones, V., & Jones, L. (2007). Comprhensive classroom management: Creating communities of support and problem solving (Laureate Education, Inc., Custom 8th ed.). Boston: Allyn & Bacon.

Wentzel, K. (2003). School Adjustment. In W. Reynolds, & g. Miler (Eds.), Handbook of Psychology, Vol. 7: Educational Psychology (pp. 235-258). New York: Wiley.

Reflections on My Goals and Procedures

As I reflected upon the goals, rules, and procedures for student behavior in my classroom, I found that stating three goals was, without a doubt, the most difficult part of this assignment. I have vague, unspoken goals floating around in my head, but I had never been required to focus my attention on developing just three to frame a year of teaching. I began scouring the assigned materials to get an idea of how I could organize a year’s behavioral goals in three categories, and then, how could I word them concisely. Goals were mentioned in Dr. Alene Harris’ DVD presentation on “Goals and Procedures”. In this DVD she suggested that goals should be “developed through an understanding of your students, your philosophy, and your curriculum” (Laureate Education, Inc., 2008). This seemed a good place to begin.

With students as my first priority, the initial goal is to develop expectations for student behavior that the students themselves, help develop. In this way, I hope to foster a sense of collaboration and community in which students have ownership, the outcome of which I hope is; they treat each other with respect and dignity and choose to take responsibility for their own actions. As Jones and Jones state (2007), “we need to involve students in developing the guidelines that facilitate a safe, supportive environment. The creation of needed structure can be an important aspect of community building” (p. 197).

My second goal is to provide assistance to those students who display counterproductive behaviors. I must help all students understand the effects their actions have on others. By becoming a guide for the student in the process of reflection, I hope the student becomes more aware of the cause and effect of his actions. Hopefully, then students will be intrinsically motivated to follow classroom norms because they appreciate their value. “Rules should provide guidelines that or benchmarks that help students examine their behaviors and consider the effects on themselves and others” (Jones& Jones, 2007, p. 197).

My last goal is to create an environment for learning that encourages safe exploration and fosters creativity. By eliciting student involvement in developing and maintaining classroom norms and my involvement in monitoring and enforcing these same norms, teacher and students can create a community where all feel welcome and safe.

Now, rules, or norms need to be considered. As I stated before, ideally, I would like the students to be involved in the process of establishing the classroom norms, but for the purpose of this reflective exercise, I will describe a few rules that I would like to have in place each school year in the art room.
1. The first norm should reflect how students are to treat each other. Clearly stated, students should treat each other with respect and dignity.
2. The second norm has to do with the manner in which the students treat the physical environment of the classroom. The students must follow all procedures in caring for, and cleaning the classroom environment. The room and all art supplies in it are school property, and need to be cared for and respected.
3. There is very little factual information to master in my discipline, yet considerable effort is required to produce a quality piece of artwork. My final rule involves student effort. Each student must endeavor to do the best quality work of which they are capable, and clarify any confusion about directions, aesthetic decisions, and processes.

One area that has been a constant problem in my classroom is the establishment of an acceptable noise level. Students understand quiet and they understand the freedom to talk, but they have a hard time understanding what too much noise sounds like. Currently, I have switched the lights on and off to indicate that they are too noisy. This works temporarily, but the noise level often gets too loud again. In Jones and Jones (2007) there were two great ideas suggested. The first suggested clear visual signs to help students know when they have exceeded a reasonable level of noise. This would involve making signs that could be color coded or have graphic illustrations on them to let the students know where they are on the noise continuum, possibly with three to four levels represented. Another idea that I thought was great was the Yacker Tracker. One of the authors had used this device in her classroom and it was successful. It resembles a spotlight and measures the noise decibel level in the classroom. The decibel reading can be adjusted by the teacher, as well. It certainly is worth researching.

Another area that presents problems from time to time is the freedom of movement that is necessary in my classroom. Students are asked to independently get the materials needed to do their artwork, yet while out of their seats, they have a tendency to socialize, and this negatively affects their productive time in the art room. Rules have been established and consequences enforced, yet it continues to be a problem. While searching for a solution I ran across an excellent resource for classroom management ideas that I intend to explore for solutions. In the meantime, this is an area in which I would welcome suggestions because the imperative to mingle is very strong in middle school students and I have yet to discover the magic solution.

Most days go quite smoothly in my room, but not all days. The process of reflecting upon my current goals, rules, and procedures has given me a new focus on how I might change my approach, particularly as it applies to norms, or rules. In the future, I plan to have my students more actively involved in creating the norms. In this way, I hope to encourage an increased sense of community and collaboration within my room.

Jones, V., & Jones, L. (2007). Comprehensive classroom management: Creating communities of support and solving problems (Laureate Education, Inc., Custom 8th ed.). Boston: Allyn & Bacon.

Laureate Education, Inc. (Producer). (2008). Program three. The Relationship Between Instruction and Behavior [Motion picture]. Classroom management to promote student learning. Baltimore: Author.

Reflections on my Experience in Instructional Technology

As I reflect upon what I have learned in this course, I feel that my technological skills, as a professional, have increased greatly. Being forced to explore Web 2.0 became an experience that opened my eyes to the potential of the Read/Write Web. Assignment requirements included creating a personal blog, a group wiki, and a podcast, none of which, previous to this class, had I experienced. My newly established social bookmarking site has become an invaluable resource. I can find good information faster, due to the fact that the number of times a site is tagged is part of the services offered by social bookmarking sites. If a site has been tagged often, it must be of interest to its many visitors, and therefore has more potential to be of use to me. The collaborative wiki that we developed, as a group, has also, identified many other resources that I anticipate will be useful in the future. Before taking this class, none of these resources were available in my educational toolbox, and now they are.

My awareness of the teaching and learning process now has more depth because of the fact that I have these tools to use. For example, I had previously recognized the power of collaborative learning, yet I had had no experience with the potential and impact that Web 2.0 could offer in this process. A small group collaborates and shares the responsibilities of a project within the classroom to share with classmates, yet, if a wikisite were created to present the project to a larger audience, the classroom walls could be extended to reach across the world, to include many classrooms from diverse cultures with different perspectives. Collaborative learning, in this sense, gives the teacher as facilitator a much broader scope. The teacher is not only giving up control in his/her own classroom, but is accepting other facilitators from around the world, as well. The combined knowledge of students from such varied backgrounds, could only serve to extend and deepen their educational experience.

My ideals on the focus within a classroom, has evolved with time. In the beginning of my career, the focus was more teacher-centered due to my need for control and accountability. With continued experience and exposure to new ideas, I have learned to appreciate the effectiveness of a leaner-centered classroom. Each year that passes, lessons are adjusted, so that, most importantly, the students are involved in active discovery for most of the class period. Ideally, I can then circulate and assist with problem-solving. Yet, there are many areas that need to be improved and expanded upon to make the acquisition of vocabulary, art history, and art critiques more learner-centered, as well. My perspective on getting students involved with the more academic side of my curriculum has changed since learning more about Web 2.0. There are now many ways I can make the drier side of my teaching more learning-centered, as well as, entertaining.

In order to continue my growth in technology, I need to take advantage of any learning experience that presents itself. Just recently, I was asked to become part of another technology class, to be trained to assist faculty at our school, facilitated by Shelly Paul. Much of the material is similar to this course, but I felt that more exposure would help make this new technology second nature. I also, need to have fun with my new knowledge and play with it. If I have fun and play with information, I remember what I’m taught more easily and with more breadth. I will continue to expand my class blogsite which has proven to be challenging, as well as, fun. In addition, I am going to continue to “fiddle” with the union of technology and artistic expression. Adobe Photoshop Elements is a simple, yet versatile tool to use with students, and I have the application at home and in my classroom computers. Now, all I need is time.

If I were to set two long term goals for the next two years, one would have to be to establish a school wikisite that focuses on a humanities approach to learning. The human experience is an intricate web of interrelated events that include all subject areas in a traditional curriculum. How could we tie it all together through a school wiki? If I structured the site, provided simple instructions for my colleagues, and put in visual arts information first, maybe, with the help of administration, we could work together to make interdisciplinary learning relevant and fun. My obstacles will be removed next year, according to my boss. We will have access to a school wikisite in 2009-2010. Therefore, there might not be anything standing in my way, other than lack of involvement.

The second goal I have for the next two years would be to introduce art assignments that are computer generated, possibly combining photographs with text, and other images. The images could be hand drawn and scanned into the computer, or created with a drawing tablet. My obstacles with this goal are financial. Four computers would not be enough to accommodate a class of thirty and art applications are not available on any other computers at school, with the exception of the four in my room. I also, have no drawing tablets, which would limit the scope of expression. In order to efficiently use technology to create artwork, I would either have to limit student involvement in these projects, or campaign for an Adobe school-wide site license. Instructing a limited number of students is possible now, but a school site license would require a plan to present to administration and support from our Instructional Technology Specialist. I plan to approach the subject before the end of the year, but realistically, I will probably need another year to convince them of its value to the school, as a whole. In the meantime, I plan to learn as much as time allows, and produce products of my own to demonstrate the value and versatility of the applications offered by Adobe, or similar applications on the market. Given the technological changes in store for us in Henry County the next two years, I will certainly have fewer obstacles than I have had in the past. I am looking forward to the ride.

In the process of reviewing the checklist from Week 1, I concluded that my answers to four items had changed. “Using a variety of digital tools to collaborate and communicate with students, parents, colleagues, and community stakeholders” was used rarely on Week 1, but by beginning a class blogsite, I now believe, I am developing at least one communication tool.

Due to my involvement in this class, as well as, my recent involvement in the technology class I am taking with a few of my colleagues, I believe that I am now, beginning to “promote best practices in technology integration by researching, evaluating, selecting and sharing new tools for classroom instruction”. While in collaboration with these professionals, I hope to continue “seeking out other professionals, both at my school site and in the larger global community, with whom I can share best practices and build a personal learning community to further my own professional growth”. With my first goal in mind, I anticipate increased “participation in developing a vision for technological integration and to communicate the reasons for using technology across curricular areas”. All of the above criterion on the Week 1 checklist, have changed considerably since the beginning of this class. I hope to continue to build on what I have learned in order to improve the quality of education in my classroom and the school, as a whole.

My First Podcast

Podcast

Test

Teaching 21st Century Skills

I must admit that the experience of examining the website, http://www.21stcenturyskills.org/, was almost overwhelming. The site was full of information, so much so, I felt I barely scratched the surface. In fact, I found a video in Edutopia on communication skills, in which George Lucas was interviewed. He made such important points, in my opinion, that I found the video very illuminating. There was such a plethora of links to videos and articles, it would take days to explore, but the content that I investigated was fascinating.

The point that Lucas made that really interested me, had to do with the mechanics of grammar. The grammatical tools we teach our students, in his opinion, are incomplete. His question was; why don't we include the tools of visual language, such as, the power of the diagonal line. He proposed we use all of these grammatical tools to facilitate film production. I was also pleasantly surprised that the website offered links to counter arguments. I read an article from U.S. News and World Report that emphasized the importance of careful planning in the implementation of 21st century skills. The article recognized that many initiatives in American education have been rashly planned and poorly executed. Are 21st century skills just another fad to become popular and fail?

The possibilities for the Visual Arts in the 21st century are limitless. Technologically-based projects necessitate proficiency in visual tools. Communication skills involve visual presentations, and educators need to realize its importance in future careers. I look forward to being involved in in the implementation of these skills in the near future.

Blogging in my Classroom

Blogging is a big world and I would feel more comfortable "getting wet" gradually. Obviously, by taking a class, we have an ideal venue for first time bloggers. It's a controlled situation where we are all becoming acquainted with the process together. This is an excellent introduction for me, at least.

I currently teach middle school Visual Arts. At school, I have given some thought to starting the blogging process with my after school clubs which involve photography and Anime. It is common knowledge that the arts can not exist in a bubble, they are by nature, created to be seen by others. A display of quality art work to encourage critiques from others would be one important rationale for blogging in my subject area, but also, I think it is imperative for an artist to clarify, in words, what he is expressing visually; and what, if anything, was learned in the creation. It would be interactive in the sense that the artist could express the personal meaning of the artwork, and their peers could respond with constructive critiques.

If anyone is interested in watching the construction of a blog site and giving input, the URL is http://schoolwires.henry.k12.ga.us/lm/site/default.asp; click on Teachers in the upper tabs, then, select Kimberly Phillips. A slide show of student work is displayed at the bottom of the website, and on the left-hand side there should be an option to visit our blog site which is in test mode to date and only says "Yada Yada". I will be changing the message soon, so let me know what you think. Also, you are welcome to post to my students, adolescents need a lot of encouragement. Thanks in advance for your insights.

Kim's first blog

Well, I was exploring delicious.com, and I got sidetracked for two hours. This is very difficult for a girl with ADD. The possibilities are fantastic.