M6 Reflection

Advantages

http://www.ipadartroom.com/the-best-bits-about-the-ipad-art-room-in-no-particular-order/

Using technology in the classroom is a great way to supplement the learning experience. It also gives students access to many things that would otherwise be unattainable. “The use of technology within art and music education has the potential to transform the learners’ experiences” (Roblyer & Doering, 2013, p. 371). Electronic portfolios, virtual field trips, and image manipulation programs are among some of the most popular ways to use technology in an art room. Electronic portfolios allow students to upload and share the work they are creating while virtual field trips enable them to view famous works of art in museums. “As a result of students actively looking and sharing, more learning will take place” (Roblyer & Doering, 2013, p. 365). Image manipulation programs are highly used by artists. Roblyer & Doering (2013) say, “An art studio would not be complete without an image manipulation program like Adobe Photoshop, which enables students to edit clip art or digital photos” (p. 368). When speaking about programs like this, they also mention, “by demonstrating how easily images can be altered, helps foster the development of visual literacy skills” (Roblyer & Doering, 2013, p.368). It is becoming increasingly popular to integrate the use of iPads to utilize these programs and complete activities. The first link discusses some of the best things about using an iPad for art education.

This link names apps that can be used in an art class and provides a video on some of the uses.

M6 These apps help explore art in a new way. http://t.co/nwGSV6ElzH #ED527UM
— Anna Humphreys (@AnnaBHumphreys) November 15, 2013

Disadvantages

http://education.seattlepi.com/disadvantages-using-ipad-school-2954.html

One of the major disadvantages of integrating technology into the classroom is funding. The website lists information about this as well as the learning curve for teachers and students. Although these can be big obstacles to overcome, I feel that the benefits outweigh the limitations. There are ways to get funding and training that are needed to implement this type of technology into the classroom. “Teachers need to know about the technology and how to use the technology that affords learning specific concepts and strategies within their classroom” (Roblyer & Doering, 2013, p. 371). We must keep up with changes so that students are prepared for higher education and careers in their chosen field. The following article talks more about this and expands on why we should embrace technology.

http://www.emergingedtech.com/2009/05/5-reasons-why-educators-need-to-embrace-internet-technologies/

Interactive Wiki

http://ahumphreys.wikispaces.com/

In my wiki, I have updated the resources page and the Famous Still Life Paintings link. It was brought to my attention that students may need a little more guidance on certain parts and use of the wiki. Under my widget, I have added a description so that students will better understand why I posted it and how they are supposed to utilize it. I also listed more detailed instructions on how to upload an image for the interactive activity. To reduce questions and confusion, it is helpful to give detailed information and instructions to young learners.

M5 Reflection

The Interactive Classroom 

• 21st Century Skills for Students and Teachers, including the ICT Competency Framework for Teachers 

An interactive classroom can help prepare students for the work force. Incorporating technology into teaching helps students learn to use different resources that they may utilize later in their careers.

• Technology use based on problem solving 

 Interactive lessons can solve many problems such as lack of attention and engagement. Roblyer & Doering (2013) say, “Students who learn by creating their own products with technologies such as word processing, multimedia, and other technology products report higher engagement in learning and a greater sense of pride in their achievements” (p. 25). Technology use can also give access to otherwise unattainable information, and save on time and money.

 Constructivist vs. Objectivist 

According to Roblyer & Doering (2013), “Proficient technology-oriented teachers must learn to combine directed instruction and constructivist approaches and to select technology resources and integration methods that are best suited to their specific needs” (p. 48). Many interactive classroom components could be used with either strategy depending on the activity chosen. The flipcharts seem to align more with the objectivist learning theory. Roblyer & Doering (2013) say that directed instruction is, “where teachers transmit a pre-defined set of information to students through teacher-organized activities” (p. 35). Overall, flipcharts are teaching specific information and eliciting a certain response from the student.

This article talks about the relationship of constructivism and arts education.

M5 Here is an article on constructivism and arts education. http://t.co/NifuYbIKSV #ED527UM
— Anna Humphreys (@AnnaBHumphreys) November 2, 2013

Flipchart 

http://www.prometheanplanet.com/en-us/Resources/Item/33379/the-elements-of-art#.UnSUHvm3-So

I found a flipchart that deals with the elements of art. It teaches students things such as line, shape, color, space, texture, form, and value. The flipchart leads the viewer through different activities and multiple choice questions that measure their knowledge of the information. This could be used in the classroom to learn the basic skills that are necessary to create a work of art. It would also be a good way to reinforce information that has already been taught in class. Roblyer & Doering (2013) say, “Some educators assert that today’s entertainment-oriented students are increasingly likely to demand more motivational qualities in their instruction than students in previous generations did” (p. 52). Roblyer & Doering (2013) also mention that, “Teachers say technology’s visual and interactive qualities can direct students’ attention toward learning tasks” (p. 25). I feel that this flipchart has both the visual and interactive qualities that they are talking about and will keep the attention of the students.

 Here is a video showing a Promethean Board being used in an art classroom.

 

M4 Reflection

• Wiki:
 http://artisinteractive.wikispaces.com/Artisinteractive
In the wiki, the teacher shows how to use different technology in an art classroom. It would be great to have students do some of these projects and then place the completed work in their own wiki to show their progress throughout the course. It is becoming more and more popular for students to publish their work on the internet (Roblyer & Doering, 2013). Roblyer & Doering (2013) say that, “Developing personal, professional, school, and project web pages and websites has become an excellent way for both teachers and students to learn the power of the Internet, participate in cooperative projects, and display project results” (p.248)

 This site lists many different ways to use wikis for art.

M4 Ideas for using wikis in an art class. http://t.co/IsBFK2U6ll #ED527UM
— Anna Humphreys (@AnnaBHumphreys) October 17, 2013

• 2 Widgets:
  This widget can be integrated into an assignment discussing the artist Keith Haring. Students can use the widget to make their own graffiti out of his images. Just drag and drop the pieces to start editing.

A widget that displays different art work each day could lead to further research on the students behalf or an in-class discussion of the piece. More or less time could be spent, depending on the relevance of the work.

 • Web-Based Lesson:
 http://kinderart.com/

 Roblyer & Doering (2013) discuss that, “Where teachers used to focus on integrating one online activity in the classroom, today we have numerous web-based lessons, projects, and complete courses that teachers are developing and/or finding and integrating within their classroom” (p. 238). There is an abundance of resources but finding the right one is not always easy (Roblyer & Doering, 2013). A web-based lesson such as Kinder Art can be used to access many different art lessons. The lessons are sorted by grade levels and mediums. Older students can be assigned lessons to complete on their own or in class. They can even work in groups for certain projects and then present a demonstration or final piece to the class. Working together on these assignments will help students foster their collaboration skills (Roblyer & Doering, 2013).

M3 Reflection

·         URLs: 

URLs tell you the domain name and can also include a subdomain name. The domain designator tells you what kind of site you are visiting such as an education or government site. The URL can also tell you whether or not the site is secure. A normal site will be preceded by http, but a secure site will have https.

·         Search Engines: 

 Properly utilizing search engines can help with finding the information you are looking for. Sites such as Google have normal and advanced searches to help narrow down the hits that appear. Knowing what keywords to use and how to enter them can narrow your search results to get what you are looking for.

·         Internet Tool: 

Video and Photo-Sharing Communities

Students can upload images of their artwork to be viewed and discussed with classmates or outside viewers. It must be taken into consideration that there are all types of images posted, that may or may not be appropriate for students. Roblyer & Doering (2013) discuss that, “Although there is software and hardware to prevent students from accessing inappropriate material, nothing is foolproof and/or without issues” (p. 215).

·         Favorite Web Sites: 

Instagram- http://instagram.com/

Instagram is a photo-sharing community that allows for free and easy access to upload and view images. Students can follow well known artists as well as make their own portfolios to share with the class. The site allows users to share their thoughts through comments. This is an example of a site that Roblyer & Doering (2013) say, “Users can design and upload their content, meet and connect with friends from around the world, and share media and interests in an online, easy-to-use website environment.” We are still in the early stages of finding ways to use sites like this in the classroom, but there are new ideas and resources being developed daily(Roblyer & Doering, 2013).

Check out the ARTnews list of artists to follow.

M3 Art students can keep up with famous artists on Instagram. http://t.co/6GyqyhNdRX #ED527UM
— Anna Humphreys (@AnnaBHumphreys) October 3, 2013

Twitter- https://twitter.com/

Twitter is a great site to stay connected with individuals you know as well as people all over the world. Roblyer and Doering (2013) discuss that it can be used to keep up with people or events that relate to class discussions. Students can use the site to follow artists and museums/ galleries to keep up with what is going on in the art community. Roblyer and Doering say, “Ultimately, researchers know that social networking sites are popular, but the jury is still out on the impact and the value of them in education.” (p.225)

M2 Reflection

Hypermedia Product-- http://www.shutterstock.com/

Collection of Developmental Resources

Roblyer and Doering (2013) see hypermedia as a great way to help students learn and there are so many ways to use hypermedia products that it is easily enjoyed by all types of learners. Shutterstock is a site dedicated to housing stock photos that are approved for use without any copyright infringement. These images could be used in the classroom as resource photographs. Painting and drawing students can work from imagination, physical references, or photo references. Often times students need a photo of something that they are not able to view in person. Students can create their own online collections with Shutterstock Light Box.  They can store these photos for current or future projects. Students can also upload their own photos using digital cameras or scanners. The downside to this site is that you have to have a paid subscription to use the images. 

Multimedia Authoring Tool--http://www.apple.com/quicktime/

Virtual Environments

As we are exposed to more technology, it is not a shock that the use of multimedia is becoming more and more popular (Roblyer & Doering, 2013). Roblyer and Doering (2013) seem to think that the majority of classrooms will one day be multimedia environments. Using QuickTime VR, you can import photos to make your own virtual reality. Virtual environments can be used to take field trips without ever having to leave the classroom. The great thing about hypermedia products is the interaction that is involved in using them (Roblyer & Doering, 2013). “Having learners become the designers and the experts of the content, in the end presenting their work to the class, can serve as a powerful technology integration lesson for any domain of learning- from art to math to science to social studies and beyond.” (Roblyer & Doering, 2013, p. 188) In an art classroom, this can be used to view museums that may not be possible to visit. Students can download QuickTime to view or create their own virtual environment.  They could set up a gallery of their own work and use a digital camera to import the photos into QuickTime. Anyone can get a free download of this for their computer.

Check out this video on how to use Google Art Project.

Also, check out the information on virtual field trips to decide if it is right for your classroom.

M2 http://t.co/Ehn84gTw0e Here is some information on virtual field trips. #ED527UM
— Anna Humphreys (@AnnaBHumphreys) September 21, 2013

M1 Reflection

Art Project-- http://www.google.com/culturalinstitute/project/art-project

Simulation

Art Project is designed to allow people to take virtual tours and view work in museums and galleries that they may otherwise not be able to visit. This could be used in the classroom in lieu of a field trip to one of these places. Students would be able to view and discuss art collections all over the world. If used properly, simulations can be a great learning tool for students (Roblyer & Doering, 2013).

Check out this link that lists virtual field trips as one of the top ways to use technology in art education.

M1 Top Ten Strategies for Technology in Music and Art Instruction http://t.co/WXkdxqx2CR #ED527UM
— Anna Humphreys (@AnnaBHumphreys) September 4, 2013

Quizlet-- http://quizlet.com/

Drill and Practice

Quizlet is a great resource for teachers in any area. With this software, you can create your own flash cards. I would use this in my art instruction to help students learn key terms and artists that relate to their current projects. The response time of this software could actually help students learn facts in an easier way. Roblyer & Doering (2013) talk about class work, saying, “As they complete work incorrectly, students may actually be memorizing the wrong skills” (p. 84).

Jeopardy Game-Maker and Library-- http://superteachertools.com/jeopardy

Instructional Game

This game would be a fun way to have students interact and become involved in learning facts about any subject. You can easily enter your own information to personalize this game for your class. In the classroom, this would work well in teaching students about art history. Teachers should try to mix things up and use different teaching elements in their classroom to keep the attention of their students. According to Roblyer & Doering (2013), “A classroom without elements of games and fun would be a barren landscape for students to traverse” (p. 96).

CAD--http://www.autodesk.com/products/autodesk-autocad/overview

Content-Area Tool

Computer-aided design (CAD) is often used in vocational-technical education, but it can also be used in certain areas of fine art (Roblyer & Doering, 2013). Architects use this tool to help create building designs. I think it would be an interesting way to teach different styles of architecture in art.

Photoshop--http://www.photoshop.com/

Graphics Tool

Photoshop can be used to simply edit images or manipulate them to create new images. I personally use this to edit images, of my own artwork, to be submitted to websites. This would be helpful in making student portfolios. The program can be as simple or complex as you make it. One of the down sides, discussed by Roblyer & Doering, is the time it takes to learn all the ins and outs of this software (2013).

Roblyer, M. D. & Doering, A. H. (2013). Integrating educational technology into teaching (6 ed.). Upper Saddle River, NJ: Pearson Education Inc.

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M1 Reflection coming soon!