Technology Integration Plan

In this lesson, students have the opportunity to think critically about the presence and purpose of text and form in fine, traditional arts, such as painting and drawing, as well as the commercial arts, for example t-shirt design.

The first row of my matrix illustrates the first phase of my lesson. My students would accomplish Standard 1.4.8.A.5 and NETS-S 1 through a combination of lecture, explanation, and participation. In order for my students to have the knowledge to think more critically about the elements and principles which directly affect the portrayal of text and form in art, I would begin by lecturing. The internet would support my own research for the lecture. I would use the Smartboard as an interactive way to explain and demonstrate the specific examples within each work; students would therefore have the opportunity to participate within the lecture. In my matrix I listed a document camera as being a technology which I would also utilize. This technology would be useful for showing examples of art which are print versions.

After providing my students with “access” to the concept of symbols and metaphors in artworks throughout history, I would aim, in row 2, for my students to accomplish Standard 1.1.8.D.1, Standard 1.2.8.A.3, and NETS-S 1 and 3. I would begin this stage of the lesson by conducting a short lecture as well, but only to exemplify for my students the intellectual and emotional meanings in some works of art. The class would then open to a critique/group discussion of artworks throughout history. Researched works would need a computer with internet access. A Smartboard would allow for hands-on demonstration and analysis of the works; it would be the key instrument in stimulating the critique/group discussion. The slide projector would be used perhaps at times in place of the Smartboard, when older, slide examples of art would be shown, as would the document camera. My students would then conduct their own research and present their findings to the class.

The evaluation portion of my matrix (row 3) focuses on Standard 1.3.8.D.3 and NETS-S 4 and 3. The strategies portion of my matrix in this row, which states the use of research and student collaboration, would be carried out through the research of various art genres and styles, and working in groups to identify the role of elements, principles, metaphors, and symbols in the researched art. Students would be able to utilize iPads for the research portion. In comparison to a stationary computer, an iPad would be easy for all members of a group to view and interact with. All students would be able to not only research works of art but also then be able to use the applications on the iPad to draw directly onto the work and analyze the work.

Row 4 of my matrix, titled “Produce”, focuses on Standard 1.3.8.D.6 and NETS-S 1 and 6 in which students would accomplish the ability to apply learned knowledge to create their own work exemplifying symbols or metaphors and elements or principles of art while using technology. While my students would choose what medium to use in order to create their work, I would demonstrate how to make a t-shirt print with silk screen. My students would watch and learn and would then have the opportunity to use this same process and medium or to use a separate medium, such as paint or pencil. The document camera could be used to give a close up view of the silk screen process. Students would have the opportunity to use the Inkling Digital Drawing Utensil and Computer to create a more graphic based project, and could then use Adobe Fireworks. The student collaboration portion of this part of the lesson would be completed through the creation of an online class art gallery; this would allow students to become familiar with art sharing websites.

The row in my matrix titled “Communicate” would be the end of my lesson. Through a class discussion students would have the opportunity to compare and contrast the overall changes in the meanings of works, as discussed in Standard 1.4.8.A.4. Students would then present in groups their research findings from the “analyze” section of the lesson. Each individual student would then have the opportunity to use a computer and scanner to show the class the work of art they created. The Smartboard would display the work and allow each student to interact with their own work and demonstrate the elements, principles, metaphors, and symbols present in their work.

2012 Education Technologies

Recently I read an intriguing article, "12 Education Trends to Watch in 2012," which forecasts the possible technology trends on the rise this year. While the article is not aimed at specific technologies, it discusses the overall types of technological learning in the classroom.

One trend discussed is "BYOD (Bring Your Own Device)" and it means exactly what it sounds like. Students are already inclined to bring their cell phones, iPads, laptops, and other technologies to school, so why not incorporate this into their education? Not only would this increase interest of students in academics, but it would also allow nearly all students to have the opportunity to use technology at one time. Students who have laptops, for example, would be given the option to use their own laptop in a class activity rather than using the school provided laptop, therefore making the school provided laptop available to a student who does not own their own. In order to best use technology in the classroom, I think it is important to think about the multiple benefits they can potentially have.

"Peer to Peer" technology inclusion is a topic discussed in the article which caught my eye. Using technology in co ordinance with this strategy is being called "social learning," and apparently will continue to become popular within classrooms in 2012. From my own personal education experience I can say that I have been a part of "peer to peer" technology inclusion strategies. Whether it be simply texting a classmate in order to decide on a meeting time and place for a group project, or utilizing video chatting to have a discussion with an expert in art who lives halfway around the world, this "peer to peer" strategy has positively affected me, and I will definitely strive to utilize such a strategy in my own classroom one day.

Overall this article discusses many technical issues that educators of 2012 will face while including technology in the classroom. From "bandwith issues" to trying to create the best and most useful "natural user interfaces," it seems that with every technological leap forward in the classroom we as teachers will need to plan ahead and do our best to tackle the technological malfunctions and issues which undoubtedly come with new technologies.

Teachers, Facebook, and Students

Recently The Los Angeles Times published an article stating that the New York City Education Department has released a set of guidelines for teachers that bans teachers from "friend requesting" their students on Facebook. The article, titled "Teachers, No More Friending Your Students in New York City," states that teachers are still allowed to use social media sites, however they are not allowed to contact students using sites other than purely academic sites created for classroom use.

After reading the article I can't decide what shocked me the most: the fact that this article implies that it is common for teachers to contact students outside of class for non-academic reasons or the fact that action is being taken now rather than earlier. The article even implies that teachers are unaware of the negative connotations that come with connecting with students through social media sites.

This article addresses a side of technology inclusion which perhaps needs to be spoken about more. As technology continues to influence society, the personal and professional norms continue to shift. While I understand that people need time to adjust to these constantly changing roles, I also think that it is especially important for teachers to be conscious of their actions both in and out of the classroom. Teachers play a pivotal role in the lives of students, and now more than ever I think teachers have the ability to make or break a student's education.

Sculpture & Technology

Sculpture and Technology: unless you're an artist or art enthusiast, you probably don't understand the close relationship between the two. Of all the art mediums, sculpture has been the most transformed by technology. Over the past two decades alone the number of sculptural pieces which include some reference to or inclusion of technology is tremendous. To the right is one example. Jean Shin's "Sound Wave" (2007) sculpture is made entirely of melted vinyl records, and is said to "connote 'the inevitable waves of technology that render each successive generation of recordable media obsolete.'" (Smith, Roberta. "Sound Wave, Sculpture by Jean Shin." Neatorama. n. page. Web. 1 May. 2012.)

I am glad to say that the art classes I have taken thus far here at Montclair State University have made me aware of the inclusion of technology in the art world, and they have even encouraged me to do the same in my own art. Seeing examples such as the one above only supports the idea that technology inclusion is critical in all classrooms. If the key to creating a meaningful education for students is to somehow relate and make relevant what is happening in the classroom to something outside it, then my classes have done exactly that, and I hope to one day successfully do the same.

News of Cezanne Watercolor Selling Spreads Like Wildfire

This morning, the news that famous artist Paul Cezanne's watercolor painting sold for $19 million showed up on my Optimum homepage. I was immediately intrigued to read the article, and it got me thinking: what will the relationship between art and technology be 20 years from now? We have come so far in terms of technological innovation in art, it's hard to imagine going any further.

Perhaps more interesting is wondering what the relationship between technology and art will be like in the classroom 20 years from now. Last semester I took a class titled ARGS260 Digital Technologies for the P-12 Art Classroom. Often we had discussions about the level of technology inclusion that should be in the art classroom. Of all the disciplines art education has perhaps the most unique relationship to technology because of its origins and principles. The very principles of art are based on the idea that art is done by hand either directly or indirectly through manual machines. The interaction between a human and its art is arguably what makes art so significant. I think it can be said that the presence of technology in the art classroom has the potential to harm the principles of art, however I also believe that its presence is positive. I understand the importance of technology inclusion in the classroom, but also the ability for art to stand on its own without technology. I think this issue is one that myself and my art educator colleagues will continually face in our future careers.


For those interested in reading the article, here it is!
Rare Cezanne watercolor fetches $19M at NY auction

Social Media Sites: All Bad?

Recently I've been reflecting on the presence of social media in my own life. Like nearly all college-aged people, I have a facebook. Over the years I have also found my way into the "Tumblr" and "StumbleUpon" online communities. While Facebook does not, in my opinion, serve many if any educational purposes, I believe that both Tumblr and StumbleUpon do. I wonder this: do these social media sites have a place in the classroom? Tumblr, which is a scrapbook inspired social media site in which users reblog and post photos, text, video, and audio, has a diverse audience of users, from high school aged individuals simply looking for an outlet of expression to teachers and professionals alike simply looking to network and share their knowledge of their expertise. Below is an example of a Tumblr blog I myself follow which serves both an educational purpose and an individual interest:

 cavetocanvas.tumblr.com

 StumbleUpon is a social media site in which the user selects his or her interests from a list of categories and, based on the selections, the user is taken to random websites. I believe that both of these sites have the potential to be useful in the classroom. As a future art teacher, I strive to be able to engage my students in a way that incorporates 21st century technology. Tumblr could be used for students to make blogs focused on perhaps art history or a particular art medium. Students are already interested in these sites; why not educate students at the same time?

Stop-Action Video Lessons

Recently I've been on a video craze. I feel like I have been introduced to a number of influential videos in my classes lately. The above video, entitled "MUTO", is one I saw in my sculpture class today. This video demonstrates an art form called "stop-action video." Each frame is a different photograph, a different moment in time; the artowork which seems to move in this video is purely 2-dimensional art but, through minor changes and additions, the work is layered so that each photograph, when put together and viewed quickly in a video format, works together to make a moving image. While this is a very high end form of stop action video, I think it has meaning to us as educators. Students need to be introduced to non-traditional projects and subject matter such as this. I believe that not only would students be enthusiastic and engaged in creating projects such as this (on a small scale of course), but they would have the opportunity to strengthen their technological skills. If I were to focus an art lesson or unit on stop-motion photography and video the class would be preferably composed of 4th and 5th graders. This sort of project does not require much technical knowledge; video creation programs found on both PCs and MACs make it incredibly easy to paste photos and instantly compose a video.

Changing Education Paradigms

I wanted to take this opportunity to share this video. I recently watched this video in my READ411 Language & Literacy class. I simply had to share it. This video brings up some very relevant points about today’s education system and the problems it faces. One of the most striking points made by narrator Sir Ken Robinson, the speaker who gave this talk at the RSA (Royal Society for the encouragement of Arts, Manufactures and Commerce), is that the “current system of education was designed and conceived and structured for a different age…it was conceived in the intellectual culture of the enlightenment.” (Robinson, Kenneth. "Changing Education Paradigms ." RSA. Address.) Sir Ken Robinson elaborates further this point as the video animates it, but I think this quote has the power to explain itself. 

When I heard this line everything seemed to click in my mind; learning about the history of education in my classes here at Montclair State University has made me aware of the fact that our education system was becoming the system that it currently is during the industrial revolution and age of enlightenment in the USA, but I never connected the relationship between this history and the system currently in place. Robinson is spot on when saying this, and I think this truly speaks to the issues facing education in 2012. As a student I personally believe that technology has not played a big enough role in my education. The inclusion of technology in my education does not reflect the inclusion of technology in the society in which I live. I believe that teachers and school officials are having difficulty including technology in the classroom not only for economical and social issues, but also because of the basis of our education system. We have maintained the same ideals in our classrooms for over a century, and these ideals are conflicting with the constantly changing technological society in which we live. I believe that in order to have coherence in the classroom we need to first reconsider the ideals which our education system has been founded.

Engaging Students

Last semester I took a class that has proven to be very valuable to me as a future educator. Instead of taking graphic design, my advisor suggested taking a class that would substitute for it; the class was "Digital Technologies for the P-12 Art Classroom." Prior to taking the class I was comfortable with the little technological knowledge; I truly thought what I knew would be enough. The class opened my eyes to the vast array of technologies available to be used by teachers and students in classrooms. Above is a video I created for the class; the assignment was to create a video which would serve in some way as an educational tool in the classroom. As the basis of art, the elements of art are very important concepts for students to grasp at an early age, and so in this video I shared this information with my prospective students in a fun and engaging way. Although this is, in comparison to the entirety of technologies that can be utilized in teaching, relatively simple, I believe it is a great way to try something new. This project is versatile in that it can be used by teachers of any subject matter. Traditional lecturing has its benefits, however, using more engaging ways of sharing information with students can be very successful in reaching and engaging a technological generation of students, and I think that more teachers should try this sort of educational project.

Interactivity #5

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The teacher with whom I conducted my interview works as an art teacher in the Manasquan Public School Districts. This teacher instructs a total of three different art classes, each with their own, specific focus. These classes are open to students in grades 9 through 12.

Overall it is evident that this teacher did not know much about the National Educational Technology Standards, neither for students nor teachers. When I first brought up the NETS-S and NETS-T the teacher did not say much. She commented that she had heard of them both however was not very familiar with the specific standards addressed in these two sets of standards.

As the interview continued I learned from the teacher that while the Manasquan Public School District had in fact begun to implement the NETS-S and NETS-T, the process was in its early stages. The implementation of these is not yet a top priority of the district and is not closely monitored by the administration, although teachers are being encouraged to utilize it. Upon my request, the teacher then elaborated on the inclusion of technology in the art classroom specifically. Students are encouraged and sometimes, depending on the assignment, required to use the in-class computer stations to find and print reference sources. The use of computers and printers in a classroom by no means totally satisfies the need for technological inclusion in a classroom, and I was pretty surprised to find that this teacher thought the opposite. Later, the teacher stated that there was definitely a need for professional development and training for seasoned teachers in regards to how to incorporate technology into the classroom. From a 3rd party perspective, it seemed as though this teacher was aware of the absence of in-depth use of technology in the classroom but had little knowledge of how to go about include it.

Overall I was very surprised by this teacher’s lack of knowledge in regards to technology use in the classroom and the standards which this use follows. This teacher’s lack of initiative to include technology in the classroom was the most shocking. I think the generational gap between this teacher and myself as a future teacher who is educated on how to incorporate technology in the classroom was extremely evident.

As a future educator I think it’s very important to be ready to incorporate the NETS-S and NETS-T standards in my teaching. Technology is undeniably a huge part of today’s school-aged generation, much unlike the generation of many of the older individuals who are teachers. That being said, as a teacher I would introduce slowly the idea of these standards to my fellow teachers. I would make sure to emphasize the fact that technology is an important part of today’s generation of kids, and that, without bringing such a culturally and generationally important aspect into education, we as teachers would be providing our students with an education that is not aligned with the society in which we currently live.

John Stossel's "Stupid in America"

Recently, I came across news reporter John Stossel's FOX TV special "Stupid in America.” The special focuses on the struggling schools of America and gives a firsthand look at exactly what is going on in today’s schools. Throughout the show, Stossel investigates many current educational issues. He questions the idea of tenure and the effects it is having on teachers and their students, as well as examines and compares the results being achieved by charter schools throughout the country in comparison to traditional public schools, amongst other issues.
The above clip is only a small portion of the entire special, however I found it to be one of the most telling clips from the show. Within this clip John Stossel visits a few charter schools across America, all of which are achieving high levels of academic student success with, according to Success Charter Network Founder & CEO Eva Moskowitz, anywhere between $4,000 and $6,000 less funding per child than what is being given to traditional public schools. The immediately obvious difference of school environment between these charter schools and traditional public schools is astounding. At 02:51, one young student states that while “reading is hard work”, it’s “rockin’ awesome,” and the enthusiasm doesn’t stop there. Stossel goes on to interview teachers of these charter schools, many of which teach longer days than any traditional school teacher, some days until 5pm. The teachers themselves express a selflessness and desire for their students’ success in the learning process.
The relevance of this special to integrating technology across the curriculum is especially evident at 04:16 in the clip. The use of technology within these classrooms surpasses the commonality in most schools of teachers having students use technologies in their learning process; in these schools technology is used heavily in the process of teaching. In one charter school teachers use ear pieces during lessons so that they can be “coached” by their superiors, in this case the principal, in order to have a more successful lesson. Teachers are fed questions which perhaps they didn’t think to ask, or may be told to try to reach out to certain students within the classroom who the teacher himself or herself does not notice is losing interest. Personally, I was shocked to see such technological innovation. The idea is so simple yet seems to be extremely successful to teachers. What does this mean for the future of education? As a future teacher I am unsure where I stand in regards to this particular use of technology in the classroom. I don’t underestimate the benefits of using this technology, however I think that this type of technology use would meet much resistance from teachers.

Interactivity #4

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While it is very likely that students and people in general have at one point or another seen some form of surrealist art, I don’t think that they are aware of what the style actually entails. My choosing of this lesson plan, titled “Digital Dali: Surrealism in Art Today”, was based on the above reasoning as well as the fact that it intertwines both art history and the process of creating art. From my own experience as an art student, a lesson in which I have to create art that connects to art history information I learn is the most successful type of lesson.

The major gap I encountered in this lesson was found between the curriculum goal, for students to enhance their creativity and better understand surrealistic techniques through technology, and the teaching strategies. The lesson plan said nothing about introducing surrealism to the students, and without such research and introduction it would be difficult for the students to comprehend the lesson. A background knowledge of the basic concepts of surrealism is necessary in order to benefit from this lesson and its Adobe Photoshop Elements techniques which would involve working with light, color, and movement. The lesson also failed to include the need for cameras, which are essential to having the photographs needed.

In order for the students to enhance their creativity as the lesson goal states, they should be able to take their own photographs to serve as a basis for the project. Without the use of cameras by all students it is implied that perhaps one photograph or stock photographs would be used in the lesson. This would severely take away from the ability of all students to enhance their creativity.

"Bully" Spring 2012 Documentary

Being an individual affected both directly and indirectly by bullying, I was very moved by this short preview of an upcoming documentary which focuses on bullying and the effects it has on kids. Bullying has always been present both in and out of schools, yet it does not receive nearly the amount of attention that is necessary for change. Are we doing enough to prevent tragedies such as that of Rutgers student Tyler Clementi, or of the 11 year old's suicide described in this documentary trailer? I strongly believe that the answer is no.

Although it is not apparent from the trailer, I am curious to see if the relationship between technology and bullying is addressed in this documentary. The ever-growing amount of youth who has access to the various types of technology has made bullying in the 21st century unique and much more challenging, I think, to fight. I think as teachers we need to be aware of the constantly changing face of bullying which is present in our society today. I think this documentary will show the brutally real effects of bullying, and rightfully show.

Interactivity 3- Generating a State of the Art Inventory

I think having this inventory can and will prove to be a very useful resource for myself in the future as a teacher as well as in the present as a student. Although my CURR314 class has only just begun, I can see a connection between this inventory and the basis of assessment of learning, which is the title and goal of CURR314. Our first reading for the class discussed the necessity for a balance of assessment in the classroom. To put it simply, a successful learning process needs both formative and summative assessment. Many of the technologies I researched can in some way be used for either a formative or summative assessment. This inventory will encourage me to think more creatively when thinking critically about how to assess my students.

In READ411, I will soon be presenting a lesson for my class with my fellow future art educator Kayla Blodgett. Being that the focus of READ411 is to understand and know how to improve the skills of dependent readers, our group project needs to in some way address dependent reading in the art classroom. After completing this inventory, I feel much more apt to do so. I think that utilizing some of the technologies listed in our inventory in our lesson will really allow me and Kayla to understand the unique challenges art educators meet when addressing dependent reading in the classroom.

Interactivity 1- Technology as Autobiography

What is important for you, as a teacher, to know about Olivia’s relationship to and uses of technology?

The aspects of Olivia’s relationship with technology which are important to know as a teacher are her desire to work with technology, her frequency in doing so, and the unique ways of she works with technology. All of these aspects can affect her performance in the classroom and her willingness to work with technology.

How, if at all, have any of the three technologies impacted the ways in which you learn new information?

I think that having a cell phone has made me less attentive to the world around me. For example, prior to having a cell phone I used my home phone and had the numbers of many of my family members and friends memorized. Once I started using a cell phone I became accustomed to simply finding my contact in my phone’s address book and hitting “send” or “call.” I no longer had to make sure I memorized phone numbers. Now I have a “smartphone” which allows me to do an unimaginable number of things, all with just a few screen taps. Having such easy access to knowledge has been a crutch to me, and has affected the way I learn information in a negative way. I feel that now I have become accustomed to relying on technology to aid me in the process of acquiring new information. I am less likely to attempt to learn something new if I know there is a way of getting around it through the use of technology.
Owning my own laptop has most certainly changed the way I learn new information. I think having access to the internet whenever I need it has undeniable benefits. I can find information on almost anything, whether it be of an academic subject matter or a personal interest. I think the availability of information from the internet has allowed educators and students to take learning outside of the classroom without actually leaving the classroom. I feel that my laptop has encouraged me to be a more independent student. Quite often I find myself using social media sites such as Tumblr, Youtube, and StumbleUpon to find new and unique information about art. The things I have discovered through these sites have opened my eyes to an art world outside of my classrooms.

What are the similarities and differences between your uses of those 3 most influential technologies as compared to the uses of technologies among the young people from these 2 videos?

Like the students in the videos, I use my technologies for both academics and social reasons. Many of the students stated that they use technologies for fun, for example through computer games or texting friends, and I do the same, however the students from the videos seemed to also utilize the technologies to help them flourish in their interest, for example creating music or learning foreign languages. I do explore my interest in art, but I don’t do so to the extent that these students seemed to. As an artist, I have not used technology to create art, whereas some of these young people who are interested in music have created their own music through the applications made available to them through technology. Another example of this can be found in the 2nd video. One of the younger girls who spoke explained that she uses her laptop to create websites. She commented that she is enjoys the “strawberry shortcake” toys and that she included them on her website. This past semester I created my first user-friendly website focused on my art and future career as an art educator. I would never have been inclined to do so had I not been encouraged, and frankly, required to. These students really incorporate technologies into multiple aspects of their lives, whereas I think that for the most part I separate technology from many aspects of my life.