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.
Thursday, July 30, 2009
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.
Tuesday, July 28, 2009
D/B10
After reading the three chapters and the varying roles of instructional design in different environments, I think I can synthesize what I think the differences are. Obviously, all three fields (business, P-12 education, and higher education) utilize the instructional design ideas and procedures, but they do it in very different ways. In every new situation there will be new information to learn and process and instructional designers aim to make this knowledge acquisition as smooth and concise as possible.
In a business, this new knowledge could take the form of employee orientation or training or even re-training. In P-12 education this knowledge is the required content set by the state that the students must learn. In higher education this knowledge is the information presented to the students that committees have deemed important to include in the class.
However, in each situation, the way instructional designers are utilized is very different. In the business world, the instructional designer(s) may be hired by the business to come up with an instructional design plan that streamlines the hiring or training process. In this case there is a person whose sole job is to design the instruction and information in a clear and interesting way.
In P-12 schools, instructional designing is part of the job description of the teacher. While teachers receive support in planning their lessons or managing their classes, ultimately it is up to them to deliver the instruction. It is part of the training of teachers (in college) to teach them how to design innovative and effective lessons.
In higher education, though professors (associates, assistants, etc.) do teach the information, they may or may not have undergone training in how to teach. They may be experts in their field, but they need training in designing their instruction. In higher education, it is my understanding that the role of instructional designers is to collaborate within the college or department in designing the syllabus and the way the content will be presented. From what I gleaned from the book, the instructional designer could be part of the college faculty and could help different departments plan their curriculum or the instructional designer might also be an expert in that particular field and only work with other faculty in that field in designing their lessons.
I think P-12 education (my particular field) could learn a lot from the way that higher education utilizes instructional designers. While doing my undergraduate classes in preparation for teaching, we were critiqued on our lesson plans. classroom management, etc. We don't really have that once we are actually teaching. Sure, probationary teachers have mentors and get observed, but not often enough. In my undergrad classes we were critiqued on every lesson. Granted, they were not the best critiques since they were not in authentic situations, but they were valuable either way. It would be great if, like higher education, we had expert teachers help design our lessons, observed our teaching often and gave us basic advice, I think we would be better teachers. However, I think these expert teachers/instructional designers' sole responsibility should be to guide current teachers instead of while they were also teaching themselves, simply because its hard to invest that much time when you are teaching. I don't think the business model of hiring in an instructional designer would be ideal. If someone came into my classroom and wanted to design my lessons without having teaching experience, I don't think they would be very helpful. I've found that people that aren't teachers sometimes forget that kids aren't very rational and still act like kids. We, as teachers, recognize this and use this energy and evidence in planning our lessons.
In a business, this new knowledge could take the form of employee orientation or training or even re-training. In P-12 education this knowledge is the required content set by the state that the students must learn. In higher education this knowledge is the information presented to the students that committees have deemed important to include in the class.
However, in each situation, the way instructional designers are utilized is very different. In the business world, the instructional designer(s) may be hired by the business to come up with an instructional design plan that streamlines the hiring or training process. In this case there is a person whose sole job is to design the instruction and information in a clear and interesting way.
In P-12 schools, instructional designing is part of the job description of the teacher. While teachers receive support in planning their lessons or managing their classes, ultimately it is up to them to deliver the instruction. It is part of the training of teachers (in college) to teach them how to design innovative and effective lessons.
In higher education, though professors (associates, assistants, etc.) do teach the information, they may or may not have undergone training in how to teach. They may be experts in their field, but they need training in designing their instruction. In higher education, it is my understanding that the role of instructional designers is to collaborate within the college or department in designing the syllabus and the way the content will be presented. From what I gleaned from the book, the instructional designer could be part of the college faculty and could help different departments plan their curriculum or the instructional designer might also be an expert in that particular field and only work with other faculty in that field in designing their lessons.
I think P-12 education (my particular field) could learn a lot from the way that higher education utilizes instructional designers. While doing my undergraduate classes in preparation for teaching, we were critiqued on our lesson plans. classroom management, etc. We don't really have that once we are actually teaching. Sure, probationary teachers have mentors and get observed, but not often enough. In my undergrad classes we were critiqued on every lesson. Granted, they were not the best critiques since they were not in authentic situations, but they were valuable either way. It would be great if, like higher education, we had expert teachers help design our lessons, observed our teaching often and gave us basic advice, I think we would be better teachers. However, I think these expert teachers/instructional designers' sole responsibility should be to guide current teachers instead of while they were also teaching themselves, simply because its hard to invest that much time when you are teaching. I don't think the business model of hiring in an instructional designer would be ideal. If someone came into my classroom and wanted to design my lessons without having teaching experience, I don't think they would be very helpful. I've found that people that aren't teachers sometimes forget that kids aren't very rational and still act like kids. We, as teachers, recognize this and use this energy and evidence in planning our lessons.
Wednesday, July 22, 2009
Map Activity
There are a lot of ways to use Google Maps. Since I work with younger students I would probably stick with basic things like labeling places around town that my students would be interested in. They could label where they live, their favorite restaurant, etc. They could also label places they would like to visit or have visited. For older kids, I think the draw a line tool was really cool to figure out distances between places. They could figure out the shortest distance from point A to point B, or even just multiple ways to get to those places.
D/B9
When I signed up for this course, I was nervous that the requirements and assignments wouldn't necessarily be hard, but could possibly be vague and hard to understand simply because we don't have an in-person connection. I have been pleasantly surprised and relieved that all of the assignments have been very clear, thoroughly explained, with many resources to look for help. I have found the assignments interesting and pretty easy to complete with the right amount of time spent. Since I'm not teaching this summer, I have had plenty of time to work on the assignments, though I could see that having so many due dates for various things (which I DO like, but it could be confusing) might make it hard during the school year. As far as this being a course near the beginning of the program, I think it is very appropriate and provides a good basis for thinking about educational technology and how it can be used in the classroom.
I feel that I have been supported both by colleagues in this class as well as the professor. I haven't had a specific question that I needed answered in order to complete an assignment, but I feel that my question would've been answered in a timely manner. The only drawbacks of this course that I have found are in the groups that we are supposed to post thoughts on. Every week I have had to go out of my group to be able to post enough comments to get full points. I don't mind this, but it sort of makes the groups useless. The other drawback is the fact that we get grades back without any comments. If I don't receive full points for something, I would like to know why so I can address that issue in the next assignment.
In regards to using the presented technology in my classroom, I think I will. I won't use all of it, mostly because the kids I work with are pretty young. I do think I will set up a blog to post student artwork since it is so much easier than creating a website. I think I will use the delicious bookmarking site and plan to propose using it schoolwide to my building's TAG(technology) person. I'm not sure that I will use RSS feeds for the age group that I have, but I do plan to experiment with pod casting. The best part of this class is getting to use the technology and figuring out ways to incorporate it into our lessons.
I feel that I have been supported both by colleagues in this class as well as the professor. I haven't had a specific question that I needed answered in order to complete an assignment, but I feel that my question would've been answered in a timely manner. The only drawbacks of this course that I have found are in the groups that we are supposed to post thoughts on. Every week I have had to go out of my group to be able to post enough comments to get full points. I don't mind this, but it sort of makes the groups useless. The other drawback is the fact that we get grades back without any comments. If I don't receive full points for something, I would like to know why so I can address that issue in the next assignment.
In regards to using the presented technology in my classroom, I think I will. I won't use all of it, mostly because the kids I work with are pretty young. I do think I will set up a blog to post student artwork since it is so much easier than creating a website. I think I will use the delicious bookmarking site and plan to propose using it schoolwide to my building's TAG(technology) person. I'm not sure that I will use RSS feeds for the age group that I have, but I do plan to experiment with pod casting. The best part of this class is getting to use the technology and figuring out ways to incorporate it into our lessons.
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