I tried a few of the applications listed. I really liked Google Documents. My husband has been talking about this for a while and I just hadn't tried it, but I will definitely use it in the future. He created a table to track his gas mileage and likes that he can access it anywhere. I like Microsoft Office, but you have to save whatever you've created to some sort of hardware and take it with you. However, I like that with Google Documents you can access the document that you created anywhere there is an internet connection. This is just as helpful as the delicious bookmarking site in the sense that it is saved online and not on a specific computer.
I also tried the photo-editing sites Picnik and Fotoflexer. Both were very easy to use, but Fotoflexer had a lot more options to adjust your photo. I thought the scrunching and pulling different areas on the photo were hilarious!
I would definiteley recommend using Google Documents as a viable alternative to Microsoft Office. I plan to use it myself so I don't have to keep saving things to my USB Drive and then bringing it to school to access those same files. Obviously, if you don't have an internet connection, this site won't have your documents handy like a USB Drive would.
I'm not sure I would have students use a photo-editing site. I could imagine students getting carried away with editing photos way beyond what was necessary. However, if I taught an art class that used Photoshop, I would probably recommend using Fotoflexer to do some of the same applications. I would recommend using this site for personal use anyday!
Also, for those of you who are interested, I was just introduced to another photo-editing site called yearbookyourself.com. It doesn't have much in the way of editing photos, but you can upload photos and the site automatically gives you the hair and outfit of different years, starting in the 50s. It is quite entertaining.
Thursday, August 6, 2009
Tuesday, August 4, 2009
D/B13
Chapter 31
The main idea that really caught my attention in this chapter was the possibility of wearing technology as a way to learn. In one example, a "body tracking" suit was worn to teach a person better tennis playing techniques after the technology had sufficiently tracked the person's own techniques. When the body tracking technology helped the person's muscles relearn a better way to serve the tennis ball, I thought that this would be useful technology for people who need rehabilitation for some reason or another. If someone had lost the ability to walk and then was able to again, this body tracking technology might speed up that process.
Another way to wear technology is to get it embedded in your skin. While this sounds invasive (and I still do think it is to an extent), we embed pets with microchips all the time. However, where it gets tricky is when we embed a type of technology that actually works with our nervous system to do things instead of doing them ourselves. In some cases I think this would be beneficial (maybe for people who have lost a limb and can't perform everyday tasks.) However, it does seem like the more technologically advanced we become, the lazier we become as well. I hope this technology advances or is used in more noble ways than simply do tasks we'd rather not do. Either way, the fact that this technology is on the horizon is amazing.
My favorite activity this semester was creating a blog. I know it was sort of a basis to for posting thoughts and ideas, but I had never created a blog before and had always wondered about it. Since we tried a lot of applications and linked them (or embeded them) in our blogs, I feel I have a good grasp of some of the capabilities of blogs. I also liked learning about the delicious bookmarking site as well as Google Sites. I liked these applications because I actually have plans to use them or am currently using them in my personal life and professional life.
The main idea that really caught my attention in this chapter was the possibility of wearing technology as a way to learn. In one example, a "body tracking" suit was worn to teach a person better tennis playing techniques after the technology had sufficiently tracked the person's own techniques. When the body tracking technology helped the person's muscles relearn a better way to serve the tennis ball, I thought that this would be useful technology for people who need rehabilitation for some reason or another. If someone had lost the ability to walk and then was able to again, this body tracking technology might speed up that process.
Another way to wear technology is to get it embedded in your skin. While this sounds invasive (and I still do think it is to an extent), we embed pets with microchips all the time. However, where it gets tricky is when we embed a type of technology that actually works with our nervous system to do things instead of doing them ourselves. In some cases I think this would be beneficial (maybe for people who have lost a limb and can't perform everyday tasks.) However, it does seem like the more technologically advanced we become, the lazier we become as well. I hope this technology advances or is used in more noble ways than simply do tasks we'd rather not do. Either way, the fact that this technology is on the horizon is amazing.
My favorite activity this semester was creating a blog. I know it was sort of a basis to for posting thoughts and ideas, but I had never created a blog before and had always wondered about it. Since we tried a lot of applications and linked them (or embeded them) in our blogs, I feel I have a good grasp of some of the capabilities of blogs. I also liked learning about the delicious bookmarking site as well as Google Sites. I liked these applications because I actually have plans to use them or am currently using them in my personal life and professional life.
Monday, August 3, 2009
D/B12
Chapter 30
This chapter was refreshingly relevant to educators and was reminiscent of some of my previous education classes. One idea that was presented in the reading was the idea of utilizing and accessing prior knowledge while presenting new knowledge. In my experience as a student and an educator, whenever I or my students make the connection between something we've learned before and the new material, it almost always helps me remember that new material. In teaching students, I always try to refer back to an idea or concept that we've talked about before when I'm bringing up a new idea. I try to scaffold their learning by touching on previous concepts and then building on those concepts as a bridge to the new concept. I can imagine that when using technology, prior knowledge of the technology is just as important as the new material itself. If the student is expected to write about the Revolutionary War and the teacher expects the paper to be typed, that student's knowledge of Microsoft Word is just as important to complete the assignment as is their knowledge of the Revolutionary War.
Another interesting concept that the book presented was overloading visual or auditory cues to the extent that learning was actually depressed. When I look at figure 30.1, I can see where students would be motivated to learn about whatever this program was teaching, but I can also see where students would be distracted by all of the visual information. The authors go on to say that after conducting studies on learning they concluded that, "extraneous information added to spice up a multimedia presentation depressed learning by activating inappropriate prior knowledge." (p. 319) Teachers are often told that school, or perhaps a certain lesson, is boring. Teachers have to compete for students' attention with TV, video games, MP3 players and computers. It would make sense then, to use "edutainment." However, I was surprised to learn that students don't actually learn to the best of their ability with edutainment.
I plan to apply these two concepts to my teaching by continuing to address and utilize prior knowledge when presenting new ideas to my classes. I also plan to use the advice of the authors and use both text, audio and visual information in my lessons. However, I will re-evaluate the information the students are given audibly or visually to make sure they aren't getting bogged down by "seductive details."
This chapter was refreshingly relevant to educators and was reminiscent of some of my previous education classes. One idea that was presented in the reading was the idea of utilizing and accessing prior knowledge while presenting new knowledge. In my experience as a student and an educator, whenever I or my students make the connection between something we've learned before and the new material, it almost always helps me remember that new material. In teaching students, I always try to refer back to an idea or concept that we've talked about before when I'm bringing up a new idea. I try to scaffold their learning by touching on previous concepts and then building on those concepts as a bridge to the new concept. I can imagine that when using technology, prior knowledge of the technology is just as important as the new material itself. If the student is expected to write about the Revolutionary War and the teacher expects the paper to be typed, that student's knowledge of Microsoft Word is just as important to complete the assignment as is their knowledge of the Revolutionary War.
Another interesting concept that the book presented was overloading visual or auditory cues to the extent that learning was actually depressed. When I look at figure 30.1, I can see where students would be motivated to learn about whatever this program was teaching, but I can also see where students would be distracted by all of the visual information. The authors go on to say that after conducting studies on learning they concluded that, "extraneous information added to spice up a multimedia presentation depressed learning by activating inappropriate prior knowledge." (p. 319) Teachers are often told that school, or perhaps a certain lesson, is boring. Teachers have to compete for students' attention with TV, video games, MP3 players and computers. It would make sense then, to use "edutainment." However, I was surprised to learn that students don't actually learn to the best of their ability with edutainment.
I plan to apply these two concepts to my teaching by continuing to address and utilize prior knowledge when presenting new ideas to my classes. I also plan to use the advice of the authors and use both text, audio and visual information in my lessons. However, I will re-evaluate the information the students are given audibly or visually to make sure they aren't getting bogged down by "seductive details."
Thursday, July 30, 2009
Screencasting
Screencasting seems to be a very powerful tool that works great as a presentation option, especially with tutorials. As an elementary art teacher, I'm not sure I would use screencasting much due to the limited time I have with the kids. Unless I took the students to the computer lab, only a couple kids could use the computer each class period, and if there were even 3 students that used the computer each week, it would be months before the whole class was able to try a program. With that said, I do see how screencasting can be an effective tool to teach someone how to use a computer program or application. If I had set up a tutorial on how to use the program TUX paint, students could watch the tutorial and hopefully start using the program without much help from me. This is probably the only situation that I would use a screencast for elementary art.
However, in the upper level art classes, students often learn how to use Photoshop. I think screencasting is an excellent way to have a resource available at all times. Again, screencasting would be used in a sort of tutorial sense. Having screencast tutorials for all computer programs and applications would be useful, especially at the high school level where students are really getting into the finer details of programs like Microsoft Office or Photoshop. This makes it easier for the teacher since they obviously can't help every student one-on-one. I am looking forward to seeing others idea's in how to use screencasting in the classroom, because I feel that it is a great tool, but would be best suited for a computer/technology classroom.
However, in the upper level art classes, students often learn how to use Photoshop. I think screencasting is an excellent way to have a resource available at all times. Again, screencasting would be used in a sort of tutorial sense. Having screencast tutorials for all computer programs and applications would be useful, especially at the high school level where students are really getting into the finer details of programs like Microsoft Office or Photoshop. This makes it easier for the teacher since they obviously can't help every student one-on-one. I am looking forward to seeing others idea's in how to use screencasting in the classroom, because I feel that it is a great tool, but would be best suited for a computer/technology classroom.
Google Sites
I found Google sites a little harder to use than a blog, but it does seem to have a lot of capabilities. I like that I can actually make a website instead of just a web page. I think I will definitely use this application as a way to display student artwork this school year.
My idea for using Google sites besides just showcasing artwork would be to have basic information about a topic that we are covering in art class. For example, in my site I gave basic information about the Huichol people of Mexico since the 3rd graders studied them and their artwork. On my second page, I included links to websites with more detailed information as well as images of the artwork. I also included a link to a website called www.freerice.com where students can take quizzes in various subjects (including art) and for each answer they get right, ten grains of rice are donated to feed the hungry.
I could use Google Sites to feature artists that we are studying, movements, painting techniques, etc. Then I would post links for the students to find extra information. I don't think I would use this as a required assignment, more of a resource for students who are interested to look at on their spare time, simply becuase I only see the students once a week for 50 minutes.
My idea for using Google sites besides just showcasing artwork would be to have basic information about a topic that we are covering in art class. For example, in my site I gave basic information about the Huichol people of Mexico since the 3rd graders studied them and their artwork. On my second page, I included links to websites with more detailed information as well as images of the artwork. I also included a link to a website called www.freerice.com where students can take quizzes in various subjects (including art) and for each answer they get right, ten grains of rice are donated to feed the hungry.
I could use Google Sites to feature artists that we are studying, movements, painting techniques, etc. Then I would post links for the students to find extra information. I don't think I would use this as a required assignment, more of a resource for students who are interested to look at on their spare time, simply becuase I only see the students once a week for 50 minutes.
Wednesday, July 29, 2009
D/B11
I'm taking this class because I am interested in effectively using technology in my classroom. However, because technology is ever-changing, I realize that to remain competent in this field, I will have to continue taking classes, attending different technology-related professional development sessions and personally challenge myself to seek out and use newer technologies. In a way this frustrates me because, though I love learning, the thought of continuing the education for the rest of my professional life seems quite daunting.
After looking at the various charts and graphics related to instructional competencies, one area that I think I excel in is the area mentioned in Table 27.3 under Instructor #5. I feel I am good at planing instructional methods and materials. With 20 different classes ( and 6 grades) to prepare for each week, it is essential that I stay organized in planning my lessons as well as the materials I will need. (And being an art teacher, I will need a lot of materials). My goal is always to have at least one or two weeks absolutely planned out ahead of time. On top of that, I like to have fairly solid ideas for lesson plans thought out for about a month in advance. These generally appear as notes in my written lesson plans until I fully write in all the details. In this way, I feel I am pretty good with competency #6 under instructor as well which details preparing for lessons.
While I think I do well at planning and preparing lessons, there are three areas that I've chosen as areas I'd like to develop. The first is listed in the same table (27.3) and is listed under instructor #14: Use media and technology to enhance learning and performance. Part of the reason I struggle with this area is because my classrooms don't have as much technology as I'd like. However, one of the Michigan benchmark for art reads: All students will use technology as a tool for creative expression. I'm still working on fitting that into my curriculum, and with the addition of a computer lab in one of my schools, I'm looking forward to addressing this benchmark.
Another area that I'd like to develop is listed under instructor #15: Assess learning and performance. While all teachers assess their learners, it is sometimes difficult for me, being an art teacher, because art is hard to assess. There aren't many areas of art that are really black and white in terms of assessment. I want my students to feel free to express themselves, while still addressing the requirements of the assignment. There are some areas that are easy to assess, like, draw a square, and if they've done it, they know what a square is. There are others that are harder like, draw a sad line. A lot of art is open to interpretation, but that is also why some students are really drawn to it and excel creatively.
The last area that I'd like to develop is listed under instructional designer #17: Design instruction that reflects an understanding of the diversity of learners and groups of learners. As a teacher of students from all walks of life, I want my lessons to address where they've been, where they are and where they want to go. I also want to expose them to diversity that they haven't seen. I want my lessons to address who they are as learners, as people, as citizens of this country and our future leaders all the while incorporating diverse situations, ideas and people. I feel that I do address the diversity of learners, but it is an area that I think I will always want to develop.
After looking at the various charts and graphics related to instructional competencies, one area that I think I excel in is the area mentioned in Table 27.3 under Instructor #5. I feel I am good at planing instructional methods and materials. With 20 different classes ( and 6 grades) to prepare for each week, it is essential that I stay organized in planning my lessons as well as the materials I will need. (And being an art teacher, I will need a lot of materials). My goal is always to have at least one or two weeks absolutely planned out ahead of time. On top of that, I like to have fairly solid ideas for lesson plans thought out for about a month in advance. These generally appear as notes in my written lesson plans until I fully write in all the details. In this way, I feel I am pretty good with competency #6 under instructor as well which details preparing for lessons.
While I think I do well at planning and preparing lessons, there are three areas that I've chosen as areas I'd like to develop. The first is listed in the same table (27.3) and is listed under instructor #14: Use media and technology to enhance learning and performance. Part of the reason I struggle with this area is because my classrooms don't have as much technology as I'd like. However, one of the Michigan benchmark for art reads: All students will use technology as a tool for creative expression. I'm still working on fitting that into my curriculum, and with the addition of a computer lab in one of my schools, I'm looking forward to addressing this benchmark.
Another area that I'd like to develop is listed under instructor #15: Assess learning and performance. While all teachers assess their learners, it is sometimes difficult for me, being an art teacher, because art is hard to assess. There aren't many areas of art that are really black and white in terms of assessment. I want my students to feel free to express themselves, while still addressing the requirements of the assignment. There are some areas that are easy to assess, like, draw a square, and if they've done it, they know what a square is. There are others that are harder like, draw a sad line. A lot of art is open to interpretation, but that is also why some students are really drawn to it and excel creatively.
The last area that I'd like to develop is listed under instructional designer #17: Design instruction that reflects an understanding of the diversity of learners and groups of learners. As a teacher of students from all walks of life, I want my lessons to address where they've been, where they are and where they want to go. I also want to expose them to diversity that they haven't seen. I want my lessons to address who they are as learners, as people, as citizens of this country and our future leaders all the while incorporating diverse situations, ideas and people. I feel that I do address the diversity of learners, but it is an area that I think I will always want to develop.
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