WebQuest and Lesson Plan Review

We are asked today to reflect upon our major projects for this semester in Tech Ed., our Integrated Technology unit plans and webquests. We have been given an example of a reflection that takes into account the TPACK template in which various elements of the Lesson plan are considered and evaluated, piece by piece. These are useful and germaine to increasing our knowledge of the elements that accrue to form the "whole.' However, for my final reflection for this class I want to move away from the theory and speak about my experience working with these tools.
I do not come "whole hog" to the subject of technology in education. I am certainly an immigrant in this world, though I feel I have a decent grasp on what is presumed in taking this class. The idea is that as teachers we're going to be expected to use technology in our teaching. Fair enough. Technology is another tool to help us "get across" what we need to in our particular content areas. Yet, yet... I feel like some of the 'ease' of use for the teachers ends up being more "bells and whistles" than anything else. I think what needs to be stressed with the use of technology is what and where it works best. Obviously this will take some trial and error and teachers do have the luxury of being in the classroom every day.
Our concentration in this class has made me wonder how much actual time kids get to spend in front of computers in school. I know in elementary and middle schools most kids go down to the computer labs once or twice a week. In my son's fifth grade class they have four computers in the classroom, which they use for specific assignments. I wonder because I've heard that a lot of high school graduates have difficulty writing. Modern methods of pedagogy must never lose sight of the fundamentals in education.
In re: my unit plan, I feel visual literacy is particularly suited for the integration of technology as the almost instantaneous ability to dial up any painting or image is pretty slick. However, the heart of visual literacy is the dialogue and ideas that are generated by an informed and engaging teacher who uses the technology to illustrate the theories being presented. The webquest I generated for this assignment makes use of images and links to various museums for image research. I also made use of a you tube video. Pretty straight forward stuff--combined with the student's oral and written participation and some teacher generated enthusiasm, it should all come off pretty well. The night I presented I thought things went well, although my beginning was hampered by my unfamiliarity with the pc. In a real classroom situation I would know to prep a little better:) My bad.
Overall, I feel I have benefitted from what Jim has presented in our class. I do get excited about increasing my computer skills and knowledge. Nevertheless, the real talent I'm after is the kind that takes place standing in front of kids presenting material I believe in and turning their minds and imaginations up to 11 :)

NETS Standards and Ideals

A standard is defined as a "level of quality or attainment." As I looked over the National Education and Technology Standards (NETS) for administrators, teachers, and students I was immediately reminded of how education is rooted in idealism--the fact that we pursue teaching and education in order to realize our concept that fundamentally, education is integral to quality of life--that being the most meaningful engagement possible. I know I hold the ideal that I want to impact kid's lives in an essential manner--inspiring them to greater curiosity, participation, and interest. Technology as a tool for education is a relatively recent phenomenon, and education has had to play 'catch up' in order to keep pace. In fact, as is reflected in the Oppenheimer book, The Flickering Mind, the pace of innovation is such that schools have spent millions of dollars on computers and software that become obsolete in four or five years. Nevertheless, the use of computers in schools is ubiquitous and it is the responsibility of administrators and teachers to become as fluent in their use as possible. I think the NETS standards provide an applicable framework for realizing the use of technology in the classroom. Yet, in my own nascent experience in the classroom--which amounts to 100 hours of observation and one substitution assignment (which I plan to improve upon!)--I have seen little of the kind of use or engagement that these standards presuppose. Understandably, my area of content is art and therefore, the use of computers is more of 'another paintbrush in the toolbox' so to speak. In fact, its application to graphic design is elemental, as well as the revolutionary impact in regards video and film making. I recently observed in a middle school and the applied arts teacher used his computer with projection for a centering exercise and as an effective tool for image research and step by step directions. I see myself using it in the same way, and, if i am granted the privilege of instructing secondary students, as an indispensable tool for art historical inquiry and perhaps, web quest assignments. The NETS standards are really applicable for effective teaching in general, and although they are oriented specifically to technology, are much broader in their wisdom and application. Of course they assume that every school has the capability and resources to devote to a technological commitment, both for its teachers and students. I, for one, look forward to getting the chance to use technology in as effective and interesting way as possible, meeting the NETS standards as best I can. However, no amount of technology or standards can replace the experiential enthusiasm of a fully engaged and dedicated teacher using his voice, knowledge, and imagination.

Software in the Classroom

Having now considered three different types of software used in the classroom. i.e., drill/tutoring, teacher directed inquiry, and constructivist/student directed inquiry, the question we are considering this week is how are we to use these tools in our classrooms?

As a budding art teacher, the use of technology in the classroom, generally, is as a supplement to the arts curriculum, unless of course the subject matter is learning how to use photoshop, i movie, or illustrator, which are computer based programs. Nevertheless, the most obvious use of software may exist in exploring issues in art history and having kids do research given a specific subject. For example, a teacher directed inquiry would be if I were to assign a unit on Marcel Duchamp, I would provide some hints as to what subjects are germaine to Duchamps work e.g., readymades, surrealism, dada, chance operations et al., or, in a more constructivist manner, provide a short introductory lesson on Duchamp and turn the kids loose to find out as much as they can on the artist. Falling into the latter method, a web-quest could also be appropriate in an art class in learning about various techniques in, say, painting, photography, or printmaking. My overall intention would be to use technology in the most broad, interesting, and appropriate manner in order to keep coming at the curriculum in various ways. We must face the fact that the old school drill/lecture type of instruction is frequently boring for kids these days--unless handled in an exceptional, integrated manner that encourages the input of students. I definitely enjoy sharing my enthusiasm for art history, but with that, know I must be absolutely committed if I am to 'turn on' the kids. We've all experienced classes in which we have a natural interest, and then that interest is sabotaged by a boring teacher. Our goal in effective teaching is to explore different methods, softwares, and experiences that bring the subject into the kids "world of interest." This is easier said than done, but with one look at the internet resources available in all content areas, it behooves us to stay current and keep our minds open.

Kaiser Foundation Adolescent Media Use Study

In reading over the results of this study I had a similar reaction--though less visceral--to the video we watched in class at the beginning of the semester re: the rise of the internet and the fact that China will be the number one english speaking country in the world in a matter of years. Perhaps this is due in part to the fact that I have reached middle age and have an 11-year old boy who is beginning adolescence which, according to this study, is concurrent with a huge rise in media usage. To think that he could be spending 8+ hours a day playing video games, texting, talking on the phone, watching video etc. makes my head shrink. More importantly, it reiterates to me that as parents we must be aware of what our kids are doing and how much time they spend doing it. After all, we are immigrants to the new technology, whereas young people are natives, as the recent PBS documentary "Digital Nation" noted.

What disturbs me the most about the study are:

1. the decrease in reading books (not to mention the non-reading of newspapers)
2. 4 1/2 hours a day of watching tv (45% leave tv on all the time)
3. 47% of 'heavy' media users (>16hrs.) are mediocre students and are often sad, unhappy and bored.

If these statistics are to be taken at face value, there is a serious penalty that will be played out in the future--one that may involve an entire generation of kids who are under educated, under employed, and struggling to find a mental equilibrium. I find the onus of this scenario to rest securely upon parents, and their ability to use sound judgment in overseeing their kids phones, computers, and video games. It is a proven fact that the area where judgment takes place, the frontal lobe, is now known to be developing for young people well into their 20's. Therefore we must be their guides to reasonable behavior, and provide the appropriate structure within which they can act, grow, and earn privileges.

I would be the first to admit that living in the 'Future'-- as we are now doing, provides an incredible opportunity, through technology, to expand our human capacities for knowledge and understanding. However, with all of these new potentialities we must remember that our responsibilities to practice sound judgment, empathy, and the rearing of our children to face the future with confidence and insight has never been greater. The Kaiser Foundation study is a tool, and a warning, towards this goal.

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).

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.