Supporting Information Literacy and Online Inquiry

Walden University's course, Supporting Information Literacy and Online Inquiry was superb. Below are final reflection questions proposed to me, a graduate student who is learning how to integrate technology in the classroom.

Describe your most striking revelation about teaching the new literacy skills to your students because of this course.
Answer;
Walden University's course, EDUC-67121-2 Supporting Information Literacy and Online Inquiry in the Classroom has given me the tools to prepare my students for developing successful research habits when conducting a Web Inquiry. Although I see my students quarterly, the exercises and assessment tools offered in our text" Reading the Web" can maximize their searches. I too can model simple strategies and teach my students how to be proficient with foundational skills such as decoding, fluency, and vocabulary. Web strategies that allow students to access, score, and survey the Web are methods that students at any level may learn and progress. I can encourage my students to take notes, ask questions, and reflect. "Reading the Web" by Eagleton and Dobler displays the Quest Inquiry Model. This illustration is a common sense guide for showing students that questions, understandings, evaluations, synthesizing, and transforming are worth their efforts. I am enthusiastic to share these skills with my students and have already begun. I revel in the fact that I can close the gap between
traditional literacies and the new literacies. The most striking revelation that I have had has been that I have chosen not to fear learning and teaching Internet inquiry. My job is not to know it all, but to take on the new role of scaffolding my students Internet inquiries and to make sure that they self-reflect and self-regulate along the way.

Describe how the knowledge and experience gained in this course will influence your teaching practice going forward.
Answer:
I have improved tremendously with my Internet research because of this course. If only a bit of the content from this course content could be required for all teachers, the new literacies would reach all students. Teachers like Vick Davis http://www.edutopia.org/digital-generation-teachers-vicki-davis in a rural town proves that the Internet can create resources and learning capabilities in all classrooms. I now realize that there are student-centered, curriculum-based projects on the Internet. There are opportunities in my content area found in Web Quests such as www.whitney.org/jaboblawrence. On this site, students explore various themes associated with this artist's work. A link on this site, http://www2whitney.org/WatchAndListen/Exhibitions/ClaesOldenburgIn shows artist Claes Oldenburg's work being installed with the assistance of many professionals with their expertise. By using these short Whitney museum clips, I will be able to engage an motivate my students to share their thoughts and opinions. In this site: www.artjunction.org/projects/communitystories students and teachers investigate global forces and then based on the research, create works of art or writings. Their goal for this project is to teach students about each other from each other, across geographical, political, cultural, linguistic, or other borders. These spectacular sites offer students the opportunities to connect in many ways. David Warlick, the President of the Landmark Project makes note about English teacher, Carla Beards blog site called, "The English Teacher Web". She posted an article that is titled, "It's Not about the Technology". He responded on his own blog with a counter thought. Warlick on our Laureate video expounds upon this by saying that students can connect to the world of content and do things with it. He believes that technology is about connections and conversations. As I move along in my personal quest to increase learning for my students by engaging them on the Web with experts, other students, museum sites, gallery collections, pod casts, virtual tours, and with each other, I will then be taking strides forward along with my digital learners in this century. The greatest influence that I have gained from Supporting On line literacy as a teacher will be seen as a balancing act of artistic production and thinking skills.

Identify at least one professional development goal I would like to pursue that builds from this course and develops my literacy on technology skills. Describe steps I will take to accomplish this goal.
Answer:
I would like to initiate a teacher in-service that would expose my colleagues to the new literacies that I have been reviewing with this program. I believe that teachers who are in the classroom are not given enough time to explore new ideas that will develop inquiry based lessons. During the in-service teachers would be able to help each other and work on bringing all classrooms into the 21st century. My mission for the in-service would be to have weekly sessions for the teachers so that they can develop lessons while getting the help they need. Too often teachers are given one day to learn new information and then it is never discussed again. Many times, teachers do not incorporate new ideas due to frustration from lack of training.

I recommend to you our course text, Reading the Web. It is a necessary text that provides inquiry skills for you students that you can easily access.

Eagleton,M.B.,& Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press.

Reflection for Bridging Learning Theory, Instruction, and Technology

My personal theories reinforce early theories that I studied and identified with in Walden course called, Bridging Learning Theory, Instruction, and Technology. I identified with Jerome Bruner (1915-) a Constructivist theorist.

Bruner's theory stemmed from the idea that society as a culture shapes who we are and how were think of ourselves. He writes that we should be encouraged and promote our students to seek and understand culture and "go beyond the cultural ways to innovate...to create"(Clabaugh,2009,p.1). I agree with his beliefs that students need to "take part in the process of knowledge-getting" (2009). Being aware of this, I am encouraging my students to seek information on their own using technology as a support. Bruner also believed that society as a culture shapes who we are and how we think of ourselves. With this knowledge and innate understanding, I encourage my students to "go beyond the cultural ways to innovate...to create". Bruner said,"Each must be his own artist, his own scientist, his own historian, his own navigator" (2009). I have adjusted my teaching habits by planning more technology support lessons that allow the students to seek information and organize it. This week, all my classes have participated in creating Power Points to organize and strengthen the connection to the Elements of Art. Applying the power point has enabled my students to construct and build images that exemplify design foundations. They were seeking definitions, creating their own definitions, searching for images, and taking home the unfinished power points in their USB drives to work on at home! Letting these digital learners loose on the computers was like unleashing a fire hydrant in a city street on a hot summer day. They were helping each other. They were excited! I was sharing a new tool with them after a student taught me. This was constructivism in its glory. Jerome Bruner would be proud.

On skilled projects, I spoke of pencils and the misconception of us thinking there was lead in them. I asked my students if anyone would like to seek information and share it. One student did that and read it the next day using the document camera to show her writing and illustration to the class. I have modified my ways. I am anxious to use Voice Thread or have them make an audio recording geared towards a short interview. These mind tools will support learning for the art curriculum. It meets my learners somewhere in the 21st century.

One long-term goal for me is to establish an opportunity for students to make journal posts based on an objective from my Fine Arts program. The threaded discussion will allow students to discuss what they thought about an art reproduction, or the life of an artist. They can offer their opinions that are curtailed during a class period.


Clabaugh, G. K. (2009). Jerome Bruner’s Educational Theory. New Foundations, Advance online publication. Retrieved August 17, 2009, from http://www.newfoundations.com/Gallery/Bruner,html

Voice Thread Speaks Volumes for Education

Voice Thread has been enticing to use. It adds warmth and depth to sharing and understanding an issue or theme for any content area in education. I also think it would be a powerful way to
use with faculty members for school issues or event planning. My verdict is good. I like it.

Check it out.

http://voicethread.com/

Application 4 Voice Thread Learning

Here is the URL to my VoiceThread.
voicethread.com/share/566696

testing audio sound

still trying

Georgia On My Mind: testing audio sound

Georgia On My Mind: testing audio sound

testing audio sound

testing my audio recording

test

Today is July 22, 2009 downloaded a free audio site, can record but so far will not download onto blog. Still working on it.

Exploring Project-based Tools considering Constructivism

The wild road through the Web is wonderful. But not all Web sites are organized the same. We would all like to find sites that motivate and relate to our students. I also look for sites that help organize my deficient left brain skills and overactive right brain. Some sites that I explored and surveyed this week from our Walden resources suggested both constructivism and behaviorism elements. One site I explored and liked is called PBL., for Project Based Learning that assists teachers to think and organize lessons. Edutopia was interesting and provides technology based motivation in which students explore real-world problems. The most interactive site was the NASA. I can't wait to show my students this one and the science teacher.

PBL is an online resource that organizes by providing a progressive check list that offers multiple planning ideas, drafting key questions, assessments, mapping out the project, and a checklist for what skills we will need to manage. This is a resourceful site if you are a new teacher or need organizational help like me. Here is the site: http://pbl-online.org/default.htm. I would describe PBL as more of an outline planning process that does allow change and altering. It is a keeper. In relating this site to our text Using Technology with Classroom Instruction that works byPitler, Hubbell, Kuhn, & Malenoski this PBL site breaks down the whole parts of a lesson into individual tasks. This is like our systems analysis read in Chapter eleven called, "Generating and Testing Hypotheses" (Pitler p. 203). You problem solve as you work on their site by checking off your designated plan. It does allow you to resolve and conclude your lesson plan decisions. The six tasks written about in our text, systems analysis, problem solve, historical investigation, invention, and experimental inquiry can be found from yourself in this site, as you plan and construct. You can fit new information together with what you may already know. It is user friendly and easy to read.

In contrast, the Edutopia site http://www.edutopia.org/project-learning I surveyed uses constructivist/constructionist learning theories because it creates a greater insight for the viewer. By watching the virtual tours of designated subjects, you begin to understand by interaction with the virtual environment. There are many videos about students who are excelling in technology and interviews from educated people who share their theories. The George Lucas Educational Foundation makes media resources available and it offers links; Edutopia.org, Edutopia magazine, and video Edutopia video: I enjoyed this site and would use it as motivation for my students in pursuit of passion for life and overcoming technology fears.

Last, but not least is my favorite of the three sites: http://space.jpl.nasa.gov/ or NASA Solar System Simulator. WOW. This site was the most engaging. Perhaps it is the subject matter of the Lunar Module, or the astronauts that is enticing. It is interactive and visually enthralling. The photographs can be zoomed in and out. There is a moon with Lunar sites you can click on and hear and see and read about. Then there are more interactive features. There is fun stuff too. The site offers you to download a program to make "photosynths". Who needs a science curriculum if you have this site! NASA provides additional links to sites such as "Dr. C" who is a computerized scientist aka as someone who is real. Please visit.

Our text book offers sites that are interactive and resourceful. How we choose to use these sites to engage our students is important for the constructing of ideas. If we understand the tasks, and believe these Web sites can assist in children creating their artifacts and bring them closer to real life situations, then technology is worth it. Let students have new experiences and reinterpret and invent with their ideas. Jean Piaget said, " The principle goal of education is to create men who are capable of doing new things, not simply of repeating what other generations have done-men who are creative, inventive and discoverers"(http://thinkexist.com/).

Pitler, H., Hubbell,E., Kuhnn,M.,& Malenoski. (2007). Using Technology with Classroom Instruction that Work. Alexandria, VA: ASCD

Meaningful tools for Cognitive Learning

http://myweb.liu.edu/mdornisc/modules/cognitivism.htm/

Completing my blog entry tonight I delved into Cognitive Theories as well as Mind and Memory.

The above link is a useful site to involve your students on how our memories work better for storage when we use tools like concept maps, Power Point, Word applications, and multimedia for exemplifying new information . Stop right here and try some of the 20 second tests yourself.

Advance Organizers, cues, and questions are addressed from our chapter 4 of "Using Technology with Classroom Instruction that works"(Pitler, Hubbell, Kuhn & Malenoski, 2007). Teaching new concepts, or reviewing past information can be better taught with the support and practice of various technological tools. They indeed will provide meaningful information to stick to our children's brains. Some of these tools and applications are "structures that teachers provide" (Pitler et al.,2007 ) for students before and after a project. The chapter stresses that the essential questions will allow the students to immediately formulate more questions. All this begins to bring our pupils to a higher level of thinking. Quite cognitive! David Ausubel, a cognitive psychologist taught his theory that the most important development in learning is when "new material is related to relevant ideas". (http://tip.psychology.org/ausubel.html). He emphasized that these advance organizers are not just summaries but important ideas that act as a connection between new knowledge and existing ideas.

Therefore, instructional strategies such as using the AutoSummarize tool, a feature on Word, or highlighting important words on Word, as well as creative note taking that can include pictures and webbing, all create cognitive learning at a higher level of thinking. For older students, collaboration can be provided by much more intuitive tools such as Communication software such as blogs and wikis. Novak and Canas, authors of "The Theory Underlying Concept Maps and How the Construct and Use Them1" talk about how our brain learns easier from storage of iconic images and sound. They also point out that as we teach our students to use these tools for organizing and planning information, so too we must review the mind with them and how their brains work. "Creating new methods of observing or recording events usually opens up new opportunities for new knowledge creation"

(http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf

Found Rubrics for Assessment

http:///www.uwstout.edu/ This site showcases rubrics from Inspiration and Kidspiration.
Even if your school cannot obtain these programs, by observing these rubrics and teacher inspired efforts to organize and allow student's to give feedback, you can do the same.

Application 2 on Behaviorism in Practice

Walden on Line University's class called, Bridging Learning Theory, Instruction, and Teaching brings forth and emphasizes the role of behaviorism and technology. Both do have a place in the classroom. When I read Melissa Strandridge's article called Behaviorism I comprehended that outward actions speak loudly. As an educator I need to find the 'bell' like Pavlov did and search for differentiated lessons and strategies to create a positive reinforcement for learning.

"Behavior is directed by stimuli" says Standridge. Providing strategies for motivation learning can be created by the student themselves. Our text, Using Technology with Classroom Instruction recommends that teachers teach students what effort is. Chapter 8 explains students can keep track of their own data and begin to see how progress and better grades parallels effort.

The authors believe technology, such as Microsoft Excel can easily assist students. They explain that the opportunity to track your own efforts will provide the students with a greater "self-efficacy". This data such as grids, graphs and bars can drive confidence. It can be that stimuli.

Chapter 10 discusses how other visible tracking such as grids can also be analyzed. Behaviorism involves modeling so a student can observe their skill process, review weaknesses and modify. This chapter discusses technology applications such as programs on the Web to research. Students can use spreadsheets to continue the connection between academic success and factors in their control. This chapter offers many URL sites that differentiate and enrich homework.

Behaviorism really does exist in the classroom. We have to offer the stimuli to motivate the positive actions. By using technology, we can give our students some control to motivate themselves.

Behavior and Technology for Learning Center

I spoke to the manager Larry today from the Huntington Learning Center in my town of Peachtree City, Georgia. I asked him how driven is their Learning Center regarding behaviorism and technology?

I will refer to him as Larry Manager. His response and our discussion ensued. "Skill building is the hero", Larry said. "If the teacher is not great, nothing will happen". He explained, we are in a sense more old fashioned. He continued that we use technology to help pinpoint student's curriculum needs. Technology needs to assist us where to go with the student, but again, they will not go far without a teacher that offers responsibility and interaction. He described Huntington Learning center as not a tutoring center where not just immediate problem solving happens but skill building for future subjects. Larry said we can see with the CAT tests if a student is improving or not. To learn about the philosophy about Huntington, go to: http://huntingtonlearning.com/page/philosophy.

Larry asked and answered the following questions; "Are they using their knowledge to the best of their abilities? Or are the behavior issues are what prevents them from succeeding?" Larry said the older the students become, the more difficult and resistant they are to effort. Behavior is 5% failure rate for their center. We discussed underlying factors that contribute to failures at their center. Often Larry says it is families that have not given their children consequences that often create behavior problems in their children. Student resistance and bad grades are just a control problem.

He pointed out this issue with this analogy: "If we take two dogs out for a walk and one does not want to walk and plops himself down, would we leave him in the middle of the street? No. Perhaps our students and our own children are scared about taking forward steps in their lives, and we have to as teachers and parents honker them down and move them along"(Larry Manager 2009).

Larry Manager also said that the *Georgia Virtual School http://www.gavirtualschool.org/Home/ParentInformation/tabid/141/Default.aspxhas offers more success for some students then repeating a class in school. Some students seem to do better with technology. *NOTE: Our state offers courses online for making up grades. This is called the Georgia Virtual School.

I conclude from talking with Larry and reading our Chapter 8, Reinforcing Effort, (Pitler,Hubbell, Kuhn, Malenoski, 2007) that students may come to realize effort comes from themselves and that they may take more responsibilities for their own success. I personally believe the primary grades can use moving cloths pins or stickers and bulletin boards for tracking their successes while upper grades would benefit from tracking and keeping their own effort and score charts.

For classes that teachers see all year, I think that Microsoft Excel data keeping and tracking is an added benefit to learning. It reinforces effort. As for myself , art as a subject is very subjective and personal. Using a Microsoft Excel sheet during a nine week period may not be advantageous. Rubrics for students to critique their own work may succeed best for art. I must keep in mind that I encourage out of the box thinking as well as problem solving techniques. Self-esteems are precious in my class.

If you have any suggestions for tracking scores and efforts in a quarterly middle school art class, I am open to hearing from you.

Victoria Perez

Teacher Thoughts from June '09

This is the last day of school for my advance art class. Here is Blaise and my son Chris building their model of twizzlers and marshmallows to look like the Eiffel Tower. This is a quick lesson

on effort and achievement. Technology supports this one day lesson. Go to: http://www.panoramas.dk/fullscreen/fullscreen32.html

to feel the effect of standing on the top platform of the Eiffel

tower. Look out, look down, look up... and then tell your students they are building a replica with candy and tooth pics to look like the tower. Throw in some relevant facts and objectives. Have them read the facts and begin. They are sold! The winner's tower has to stand for several minutes. I act as the facilitator and coach. I will miss my son terribly as he goes off to 9th grade. He thinks he wants to be an architecture. But, he wants to go to Duke, which does not offer it, so he'll major in Business... is this a 13/14 year old? At least he is thinking. The other students in the picture come from homes with design and art related parents.

Behaviorism is part of this short assignment. The actions speak loud. They quickly learn what works and does not work. The success is the reward of being involved with this action. The winning tower is just a little icing on the cake. Now there's an idea to build on!

Georgia Art Education Association Conference at St. Simons Island April 2009 View from Coastal Kitchen Restaurant.

Reflection

REFLECTION FOR COURSE EDUC-67101-2








Reflection for Course EDUC-67101-2
Victoria Menna-Perez
Walden University
A New Mind Set
EDUC-67101-2
Kevin Jarrett
April 23, 2009
Reflection for Course EDUC-67101-2

This course, “Understanding the Impact of Technology on Education, Work, and Society” has fulfilled the S1.1 Specialization outcome by offering resources that have deepened my understanding of what education in the 21st century should become. I have gained increased understanding of this by listening to the expert presenters such as Dr. David Thornberg and Dr. Chris Dede discuss how education should include more producing and discovery. Reading articles such as Marc Prensky’s “Turning On the Lights” has lead me to “acknowledge that today’s kids grow up differently and that students are enlightened by all their various connections to the world” (Prensky, 2008). Watching YouTube videos was enlightening because it highlighted all the hours each day that students multitask using digital methods. The discussions I participated in allowed me to see what other professional educators are teaching in their classrooms. I learned that they are using technology based projects to explain knowledge. I recognize that they must adapt and overcome institutional barriers.
This evolving role is progressing smoothly with the help of this course. I am changing to satisfy the demands of the digital natives. This course has raised my awareness of learning perspectives. The applications of this course have strengthened my confidence for using the Web 2.0 methods for researching and (learning) activities for the students. It has taught me to create blogs, wikis, and pod casts. I am infusing new pedagogical skills into my learning environment. Presently students in the Perez art room are filming their constructive commercials. Because this course has shown me that students can reach a zone of proximal level as explained by Dr. David Thornburg, a theory from Vygostsky, I am depending on the students for guidance with the video camera. They have reached that zone with this project because I am no longer a teacher-centered classroom environment. This environment will allow the students to grow and improve on their methods with the Web 2.0 practice at home as well as in school. Students can bring new ideas from the home back to the classroom.
By creating small communities where new roles are acted upon, my students will learn to be successful in their future. The future brings communications from across the globe in our now flattened world. My future as an art teacher will improve because the experiences from EDUC-67101-2, “Understanding the Impact of Technology on Education, Work, and Society” has given me adaptability, knowledge, and practices to become a 21st century teacher.

Final Conclusion

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

I pledge to attend any technologically education related opportunities that the county has to offer. I also would like to learn photo shop and other creative programs to increase creative ideas using digitize ways. Although my students will not have these programs available, I know that the high school offers more, and the more I can tell them and share with them, they will have a heads up view on the opportunities. Expanding my knowledge right now will involve continual communication with other art teachers who use technology in the classroom. I enjoy blogging with teachers on the Art Education 2.0 blog and can learn from them ideas for lessons. Ways to use digital art are contagious. I brought a video camera in my room and the students are all enjoying practicing and filming with it. Several students brought in their own cameras without being asked! Student achievment also takes place at home. If I can generate ideas, excitment and practice, the students will take that home with them as well as return with practices they can share from home in the class.

Conclusion: A New Mind-set-Reflection Part 2

In What ways Have I Changed My Perspective from Being Teacher-Centered to Learner Centered?

Several ways contribute to my teaching becoming learner centered and not teacher centered. The first way is how I now set up a learning place that offers opportunities for individuals and small cooperative groups. Both groups have potential to reach their zones of proximal levels and only need me to facilitate and encourage. Also, I model when I do not know something. I tell my students, " lets find out". My perspective is about breaking down the walls of the teacher being the end all expert and students just the receiver of information. Rather, they can learn more, their personal interests can be integrated into their studies, and they can see that knowledge needs to move beyond the teacher. As one Utube video showed, www whenever, whatever, whenever. I plan on implementing my students to become contributors and links to the world.

"This video by Nokia was played at the Geelong eLearning conference and gives an interesting insight into how technology has impacted on our society over time. It talks about the “fourth screen” which means devices such as mobiles and pocket PCs now allow us to communicate and access information “anywhere and anytime”.

"Web 2.0 is being embraced in education as it can make learning more collaborative, personalised and innovative. While teachers and students must make themselves aware of security issues with using Web 2.0 technologies, there are so many fantastic opportunities for enriching teaching and learning which must not be missed!"

http://www.youtube.com/watch?v=5V-2qQS3NY0&feature=player_embedded

My Two Long-term Goals Within Two Years for Transforming My Classroom Environment by Which I May have to Overcome Institutional or Systemic Obstacles.

Physically the art room needs a new LCD projector installed in the ceiling. The rolling cart takes up unnecessary space which interferes with table arrangements. Part of my goals are to complete several more grants and hope I am awarded the gift money to implement needed change. I would like several more computers in my art room. Five computers times two students would allow more students to get right on the Web 2.0 and research or journal in a class blog. I would like students to create several pod casts and have them published. The obstacles are preventing me from showing my students poignant Utube art related videos would have to be overcome with me purchasing my own laptop with Internet service to use in the classroom. I plan on fusing as much Web 2.0 research and constructive projects in next year with a few hands on art projects. Ironically, because of budget cuts and poor money handling on the part of the Superintendent and his cronies, I will be a poor art teacher. But, the Web 2.0 will bring enrichment to my students and connections to the world wide web.

Conclusion: A New Mind-set- Reflection part 1

Ways This Course Has Helped Develop Me as a Professional Teacher

My new found technological knowledge and practices have created a good Web 2.0 operator who no longer is fearful of clicking and maneuvering. With that said, this professional teacher is integrating (could not wait) digital opportunities for her middle school students. This course has given me cause to like my job more. I volunteered this week to attend an all day workshop in May (no teacher credits) to learn a new Homework Hot line service. Unknown to me, the previous service has been cancelled and a new one is taking over. Since I had no training on the 'old' HW Hot line, I want to be there from the get go for the new system. I will train others. What is nice, is that I will know what to look for in this new program. I hope there is a blog opportunity comparable to one like this. Professionally I am developing more connections for teaching opportunities that are still creative, but will integrate cameras, camcorders, and perhaps cell phones in the near future. Right now, my seventh grade classes are almost ready to film their gum commercials! This is a new adventure and it is great to see them all discuss who is going to be the camera operator! Several students are actually doing work at home to prepare!

In What Ways Have You Deepened Your Knowledge of the Teaching and Learning Process?

Understanding what ownership means for my students as an author, editor, creator of
blogs, wikkis, or future videos is what I have learned what will become the most important element for the the 21st century learning process. Giving students the tools to find their own information and create with it is exciting. As an art teacher, I give students the tools to build tangible, creative art. But, these are Digital Natives. They must be allowed to 'show off' their work as editors, collaborators, and publishers. They can build with their gathered knowledge and take ownership. Instead of handing in hard copies to their teachers and knowing the grade ends there, the opposite takes place with technology. They believe because they are publishing their work for the world to see, it is so much more important. Therefore, my students will work harder and put more of themselves into it. I also understand that linking projects with others, be it in the classroom, where skill sharing can take place, or with another school, will allow my students to gain much needed corporate communication skills as well as feeling connected to the world.

Tech and Learning Thoughts

This weeks coming assignment is to plan a technological activity that includes learning outcomes, skills, and content area objectives or standards. Standards should include the state's technological and content areas. I have a few ideas but would like to plan one activity that I could really follow through on by the next school year. I am told that there is one teacher at my school that has a blog. I am wondering if I can get permission to do the same. I'm still trying to figure out and use the homework hot line at my school.

The pod casts all sound great from my Walden classmates. I notice some could edit, others like me recorded it all at the same time. I am writing a grant to give the school where I teach headsets with speakers and perhaps a year or two of podcast registration for a company such at Gcast. I will have to contact technology in the county and see what their thoughts are. There may be a podcast site they recommend.
As I take baby steps in learning more about classroom technology, many of my peers will be staying behind. Perhaps a slight nudge to the right people can help. vmp

Podcast Assignment: Profiling the Students of Today - Part I APP5

I learned from this assignment that not only exposure and practice of technological opportunities are important for all of us, but also the value of this audio tool, pod casting. This lesson peeled a layer of the onion skin and revealed what young people really think about learning and technology. Who are today's students? What are their varied levels of technological experiences? I hope this Profiling of Chris, Jonathan, and Nathan will bring us closer to knowing.

Podcast Assignment: Profiling the Students of Today - Part II APP5

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Preview of Partnership for 21st Century Skills

The leading advocacy organization infusing 21st century skills into education.

I am very impressed with this site we were asked to review for my Walden' Technology class. This is a Partnership of people from company's such as Verizon, Brain Smart, and Apple to name a few that have joined Ken Kay's vision to bring momentum towards 21st century learning. The list is surprisingly long. These folks will provide resources that will assist schools. You can listen to Ken on a UTube video that is linked to this site. He discusses the Partnership's plan to prepare students for the work place. They researched real working people from various areas of employment, non profit organizations, and civic life to look at needed skills. There are states that have implemented already into their Standards combining core curriculum and content. Kansas and North Carolina are two states that have joined with the program. There is great urgency on the founder's part. He says, " We cannot let another day go bye..." I was surprised to see a link to recent article authors such as Andrew J. Rotherham who cautions us to be deliberate and fare to all students as this mission to 21st c learning is reached. He offers statistics that provide percentages of how lower income economic areas may miss out on the opportunities when they come. Perhaps moving slowly into this transition of learning along with technology is the right move.

This site offers updated readings from recent publications. In the Education sector, there is a recent report about Internet-based testing. It tells how cumbersome testing will be eliminated. We all know about those booklets and erasing over marked dots during testing time. This author supports the computer adaptive tests. Another surprising piece of educational info was about simulators that are created to provide virtual learning while assessing. You can see diagrams from the actual programs.

How do you all feel about this shift? From my readings in Partnership, I worry that my county, and even myself could fall short on what should take place inside our schools and outside. Reading about this vision says more businesses need to partner with my school's system. The implications could be as said found somewhere in this great site: over planning and under executed could be the results. There are successful programs such as KIP you can learn about by going to this site. http://www.21stcenturyskills.org/

http://www.21stcenturyskills.org/

http://www.nga.gov/

Best Site Ever

I almost forgot this one! http://www.nga.gov/kids/kids.htm It is for all educators.
It is the Naitonal Gallery of Art. If you teach American History, or touch upon it during the school year, go to this site. There are the images you can choose according to history, time, or artist.http://www.nga.gov/kids/kids.htm

http://www.princetonol.com/groups/iad/lessons/middle/

This is a popular site for Art Teachers.

From Art Education 2.0

http://www.nsba.org/site/docs/41400/41340.pdf Go to this site for some great reads on blogging.

From above site:

"59% Percentage of
online students who say they
talk about any educationrelated
topics, including
college or college planning;
learning outside of school;
news; careers or jobs; politics,
ideas, religion or morals; and
schoolwork".

Art Teaching Tip Sites

Jerrysartorama is a catalogue I recieved from a co worker. It now has short
video clips with art lessons. This is perfect for lessons in middle school and high school. My students loved the watercolor lessons. This initiated the lesson. Two weeks later, with a John Audubon film, my advance class created beautiful watercolors. They have a long way to go, but have experienced all the basic skills.

jerrysartarama.com/freeartlessons

babyboomer becomes better blogger

Recovering from two days of vertigo perhaps I am patient enough to maneuver
easier around my blog adding and removing sites. I can see where this can be beneficial to a class. The teacher attaches the appropriate sites that meet the assignments objectives. The students can read, answer, and respond. Then they can add a site too. They can also talk to their teacher and classmates. The more I play, the easier it becomes.

Blog Usage in Art Classrooms

Purposes and places for blogs in a visual arts class are acceptable and infinite. It would motivate my students tremendously. My eighth graders sat in the library for one period and googled types of architectural styles. Imagine giving them an objective to blog to an architectural company to ask questions on how reasonable it would be to apply their chosen styles for the mock remodel of our school? There are museums and historical centers that also would share insightful ideas to my students. Making one professional contact could be included in the assignment. This is one small step towards building their confidence. My students can be at home in the evening doing this part of the assignment. As David Thornburg implies in the segment, Changes in Societies from our Walden DVD, that it is important for students to research, find and ask their own questions. Another idea for how I would use a blog in my Art room would to allow my students to connect with our neighboring school from another art class. It could become a planned and collaborative effort with the high school teacher to have our students research one or two ideas, such as environmental art, or public space art. This could spawn a community sponsorship for an actual outdoor project! The students would communicate to public offices, environmental research companies, and learn how to tie and connect art with going green, public spaces and the such. On a smaller level, our local high school's graphic arts teacher is always looking for ideas for her students to create visual images. My students would communicate and see the fruits of their labor. Students would all be organizing this. Again, another feather for reaching proximal zone of development for my rising ninth graders. Let's talk future! As the instructor, I always bring in a few career folks to share. The eighth graders could blog to artists, graphic designers, architects, industrial engineers, designers and more to complete another classroom objective that would provide them global connections beyond their peers. Showcasing their work of course would be an ongoing element incorporated into the Blog objectives. I may add to their lessons in the blog to comment on each other's work using skills we would practice in the classroom. I would offer them several art critic sites to read and learn the skill of artfully criticizing. The list of ideas goes on. I hope that these class blog objectives utilizing technology would create a communications need for my students to inquire, research, and communicate globally.

What are your ideas? If you are so lucky to have your county allowing the technology take place, offer me suggestions as to how long your county has implemented the utilization of blogs in the classrooms. Thanks. Victoria

Expanding blogs and sites for Art Ed

Art Education 2.0 lists hundreds of sites/blogs for art educators.

conversations today

Today, I met a new assistant Principal shopping for groceries. The deli counter is always a natural place for conversations to occur. He was from across Long Island Sound, where I grew up. New to the county and having had many opportunities to take classes for teacher development at Harvard in Massachusetts we discussed the state of affairs in my county, Fayette, Georgia. He feels if we the teachers (this is my declaration for next week) lean on the BOE folks, technology will eventually take off for us. I promise to find out about permission and how to achieve an okay to start a class blog in the near future. (I still need to get kinks out on this blogging) But the end of our conversation he compared our county with a county close to the border of Rhode Island and Connecticut and said we are still so far ahead with what we have . I believe we should be careful with what we want, and tread lightly as we seek changes. Thoughts about my first Walden course on Professionalism should resound with many of us... our efficacy as teachers need to always come first. We do come first before the computer. The computer is another form of communication. vmp

Technology on Education - Week 1

Dear Colleages and Readers,
This is a newer blog because I had technical difficulties opening my first blog. Sorry for the inconvenience. I am looking forward to each technical advancement I will be making. I look forward to learning from all of you and sharing.

Victoria Menna-Perez