A Successful Change Agent

New and emerging technologies offer so many exciting opportunities for business and education, yet the potential of technology is as effective as the individual who is using it. While I feel that it is very important to stay abreast of emergent technology and to explore the possibilities that it might have on our future, my real interest will always be the creative ways in which we can integrate and utilize these machines. In education, this means using technology daily, in innovative ways, to prepare students to be responsible, productive adults in the 21st century. Schools to be equipped with adequate technology on a limited budget; therefore, we need to find economical ways to keep schools up to date. Yet, I feel the need to reiterate…. Technology is just a tool; it is the human running the machine that makes the difference. That is why my primary focus will always be on the most effective learning experience that the machine is capable of offering students.

In visual arts, one of the most compelling uses of technology is digital storytelling. “Imagine a learning experience, supported and extended by the application of technology, that empowers students to create and contribute, all within the context of what they are expected to know and be able to do in the 21st century. Imagine that this learning experience provides students a compelling and competitive voice and enlarges the boundaries of their ability to communicate, potentially with a worldwide audience. This learning experience is digital storytelling.” (Retrieved August 7, 2009, from http://www.jakesonline.org/storytelling.htm ) There is always a story to tell, and students must learn how to communicate their stories using the tools available to them. Visual arts is becoming an integral part of communicating on the computer monitor today, and will certainly be a part of future communication. In our “flattened” world, students will need to know how to artfully communicate, and technology will be the means with which to do so.

Jakes, D. (2006, December 29). Capturing Stories, Capturing Lives: An Introduction to Digital Storytelling. Retrieved August 7, 2009, from http://www.jakesonline.org/storytelling.htm

Emerging Technologies and 21st Century Learning- An Interview

Our Application assignment for Week 4, called for research into a Course Management System, such as Moodle, as well as, developing a persuasive presentation to convince our staff of the value inherent in on-line learning.

Since our school has already adopted a Course Management System, I opted to interview the principal and Instructional Technologist at Luella Middle School in Henry County, Georgia, where I am employed. We explored the advantages of our K-12 on-line Course Management System,and how it supports meaningful, authentic learning. We, also, reviewed the first year of implementation and discussed the plans for the next three years.

This podcast illustrates some of the "stumbling blocks" that such massive school change causes, and, certainly outlines the great advantages that on-line learning offers for the future of our school.

Reflection

Social networking is an endeavor that is best served when done with a group that is compatible with your social and professional interests. The experience of social networking in this class was interesting, and the resources offered through our network communications reflected each individual’s professional focus. Although, some of the sites held future potential for use in the art room, I felt that the networking experience would have been more effective if it had been grouped differently, with an emphasis on similar professional interests, rather than using a random grouping. I found myself wishing that I had access to other art educators, as I have begun to develop on http://arted20.ning.com/ What resources would they have found to be relevant in the art room? How would they integrate UDL and DI in their classrooms, and where does technology fit in this puzzle and the future of art education? As Smith and Throne (2007) state, “. . . . an interest-driven learning environment engages children.” I believe this can apply to adults, as well. The Fine Arts are quite different from academics. In these last few classes at Walden, I have begun to see the importance of developing a professional learning network. As the ITS program evolves, I believe there might be more value in encouraging cohorts to develop their own social/learning networks; although, I am not sure how that would work in an on-line classroom, the future value of this educational experience would have more collaborative potential.

Yet, due to involvement with cohorts and my plans to integrate our course content into instructional practice, there are immediate adjustments I plan for future projects. Of the many applications we have available on the school computers, Inkscape and Gimp are two that could be utilized the most in visual arts. Inkscape is an application that offers draw and paint features, and Gimp is an application similar to Adobe Photoshop that can be used to manipulate photo images. I need to become more familiar with these applications to better understand their potential. Then, I plan to incorporate more mixed media options that will include computer-generated art. I, also, plan to develop on-line course content, using our school-adopted learning management system, ANGEL. Initially, I would like to use the program for critiquing and self-reflection with a plan to add lessons, notes, and activities in the future.

Smith, G., & Throne, S. (2007). Differentiating instruction with technology in K-5 classrooms. Belmont, CA: International Society for Technology in Education.
Retrieved from Education Research Complete database.