John Dewey's ideas about a progressive education that combines the learning of theory with practical hands on knowledge is the basis of my pedagogy. Art truly encompasses history, theory, philosophy, culture, craft, physical manipulation and coordination etc. Technology has become an integral part in not only making art, but in making the history of art come alive in the incredible ability we have to access, via computers, this history. In sum, I feel fortunate to be living at a time when this is possible. However, we must remember that a tool is only the means by which a house can be built.
Tuesday, January 19, 2010
TECH 560 #1>Technology in the classroom
The question we are considering this week is "What is the proper role of technology in education?" After reviewing my philosophy of education paper and considering our discussion last week in class, I realize that I locate myself in the middle re: technology and it's use in the classroom. By this I mean to say that the use of a computer in the classroom is as a sophisticated tool by which students and teachers are able to access, input, and manipulate ideas, data, and information in an expedient manner heretofore unimagined as little as 30 years ago. This capability does not automatically result in increased knowledge and understanding. Rather, it raises the potential for expanded understanding when considered in the appropriate context. For example, as a prospective art teacher I look forward to showing a power point presentation re: the work of Marcel Duchamp and how he has influenced Art and subsequent generations of artists. While the information I share is, for all intents and purposes, "a click away," that information in itself will not "live" unless their is a dynamic of relational learning. This learning is dependent upon the expertise and insight of the teacher in practice (which isn't to say that as adults we are unable to 'teach ourselves' in various ways using modern technology--I am arguing in the context of educating young minds in the most appropriate and effective manner).
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I like the way you frame new technologies as _potentials_. And the idea of the importance for knowledge to "live" in the student. That second idea is an especially powerful one, and I will look forward to following your explorations of where new technologies can help that happen, and where it might get in the way, over the next few months. You might want to jump ahead in the Oppenheimer book to Chapter 13, where he visits some Waldorf schools, which traditionally have had an arts-rich curriculum.
ReplyDeleteAlso at some point I would like to talk to you about the concept of "visual literacy" and its relation to "media literacy" and effective student use of electronic media -- I think art teachers have an especially important role to play in helping students master these media.
jd
The expression that sticks in my mind is the "dynamic of relational learning". Technology cannot develop a relationship with the the learner but it can be an integral part of the relationship between the teacher and the student. Technology can simplify many labor-intensive problems and offer limitless information. But information is not an education in itself. Higher order learning requires a relationship between the student, the teacher and the subject. I would think this relationship would be even more important in an art class. Students can implememnt technology but it will be the teacher and peers that challenge limitations and inspire talent. When students are able to form a dynamic learning relationship with their peers and teachers, their learning resembles more of a constructivist model that moves the student beyond knowledge and comprehension to higher levels of thought such as synthesis and evaluation. I cannot picture Wade in a classroom where there is not a lot of dialogue and self-expression-students moving beyond basic knowledge and learning more about art and themselves.
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