ETEC 532: Technology in the Arts and Humanities Classroom
Assignments:
Shared Framework:
Group Summary: Online environments today feature many possibilities which allow learners the freedom to follow their own ideas, and challenges teachers to create environments that are captivating and that engage learners in practical, meaningful, and authentic ways. It also allows students and teachers to communicate in real time and asynchronously no matter where they live. With a wide range of tools available, the instructor is able to meet the needs of different types of learners, and present the material in different ways from week to week. Our group used a variety of online methods to communicate and collaborate on this week’s task. Using tools such as Google Docs, Google Hangouts, and the small group discussion board for real time and asynchronous collaboration we were able to assign tasks to complete the assignment. For group work in an online environment to be successful, it is essential to maintain communication. Within our group we discussed the many benefits of distance education for post secondary learners. It provides an opportunity for students who are unable to attend traditional classes, or meets the educational needs of adult learners. Despite the fact that online learners do not physically share the same learning space, a strong sense of community can still be fostered, provided expectations are set and motivating group activities are assigned. However, the elementary teachers in our discussion group agreed with Palloff and Pratt that social skills cannot be learned in an online environment. For example, much of the dialogue in a cyber classroom is neither real-time nor face-to-face, but comprised of asynchronous discussions via the message boards. While great for adult learners and/or those with busier schedules, e-learning does not benefit the younger learners who need to build skills in socialization. We combined elements of Pallof & Pratt’s (2001) “The Elements of Effective online groups” (Figure 8.1) and “The Learning Web” (Figure 8.2) frameworks to create our visual representation of the cyber classroom. All of the five parts from Pallof & Pratt’s visual framework are integral in e-learning, and therefore kept in our shared framework. We felt that online support would need to accompany new technology so that clarification and instructions can be provided. Furthermore, we wanted to emphasize the important role that the instructor plays in the online learning environment, and so we added elements from a framework proposed by Chickering & Gamson (1987). This framework outlined seven principles of good teaching in post-secondary education, and our group felt that all of these principles apply to e-learning. From our own experiences using distance learning, we also added the importance of ease of use and support under technology knowing that without it, online learning can be very frustrating. The arrows in the framework demonstrate how all of the elements are interconnected and rely on each other for success. There is an emphasis on the instructor in this model. When designing an online course, the instructor must choose the right technology and learning materials to successfully meet the students’ needs, and create the learning opportunities that bring the most out of all of those involved. Christy, Corinne, Shafali, and Claude References: Chickering, A. & Gamson, Z. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin. Retrieved fromhttp://www.aahea.org/articles/sevenprinciples1987.htm Palloff and Pratt (2001). Lessons from the Cyberspace Classroom: The Realities of Online Teaching. San Francisco: Jossey-Bass Publishers. Lights, Camera, Action!This week we will engage in the use of video as one example of technology used in schools to examine identity, community and representation. As you engage in the 2013 NFB documentary video/game Film Fort McMoney, consider some of the educational benefits of this use of technology. As compared with the 2011 possibilities of viewing Kevin Macdonald's "Life in a Day".
Video is a powerful tool for learning and communicating. From my own experiences, there is quite a bit of preparation, planning and time involved when using video, but the outcome is significant. Back in 2004, I was able to attend a weekend course called “Director in the Classroom” and was inspired to bring in video whenever I could. That year, my grade one’s and two’s were asked to film a commercial connected to what they were learning. From scratch (writing, storyboarding, learning to use the camera) to finish (filming, directing, editing, presenting), they did a fantastic job. I couldn’t believe that these 6 and 7 year olds were capable of so much. In my last year of teaching before my leave, my grade one’s did an inquiry on “Water”. Using all the technology available in the Learning Commons, and collaboratively building their knowledge on water issues, they wanted to raise pennies to donate to Free The Children for clean water. Here is a link to the school website where you can view both videos. It’s obvious that most kids love gaming and if relevant and appropriate to curriculum, what a great way to teach kids. I have to say that I have never seen or imagined a documentary game. I actually sat in awe for a moment when watching Fort McMoney. When kids are directly involved and faced to make choices, learning becomes meaningful. I see this being an important part of future classrooms especially when teaching and learning is becoming more personalized. I loved watching Life in a Day. Kevin MacDonald was able to put a video together of such magnitude and global experiences. It makes me think about how experiences of children from around the world can be brought into the classroom through video. Think about storytelling in the arts and humanities classroom as an example. Imagine students sharing traditional stories through video from various parts of the world and bringing them together in one project? What a powerful learning experience that could be. Steve Bognar’s Picture Day started off as a residency to help teachers understand and use video but actually impacted the entire school body. The fact that every student in the school had an opportunity to stand behind and in front of the camera has now given them experience and perhaps a spark to use it in their learning. What a great way to build capacity and a new way of representing learning. Such a project also allowed for multiple perspectives on the meaning of photographs by the students at Tussing Elementary School. I wonder if responses would have been different if there was no adult facilitating the process? On a side note, I watched Boyhood this weekend and it was brilliant. It captures the last 12 years of growing up through the eyes of Mason and really makes you think about time and how quickly it goes by. Interdisciplinarity and Critical Literacies DescriptionBooks, tapes, CDs, DVDs and movies (among others) are forms of narrative, and since each medium uses different symbol systems, each one appeals to different aspects of learning and learners. Research suggests that when students are asked to create and communicate through different media, such as compose or create films they are required to master skills that represent high levels of literacy. Students ought to be encouraged to use media to represent their learning using various sets of symbols, codes and metaphors. What are the challenges and possibilities of humanities as an interdisciplinary approach to teaching and learning?
Using a variety of resources to listen, hear, speak and represent different forms of narrative is necessary for all learners to be exposed to. Not only will this appeal to different types of learners, it equips them to read, interpret and understand the media presented in the “real world”. In the Calgary Board of Education’s Language Arts 1-9 outcomes, students need to:
Challenges and possibilities of humanities as an interdisciplinary approach to teaching and learning:
In interdisciplinary inquiry, students are invited to use analytical skills as well as observational skills in order to make sense of the world around them. Students ought to find multiple sources of information and read each source critically. Provide an example of how you could use these principles of "reading the world critically" in your own context as you consider the arts and humanities. This is somewhat of a challenging question for me as I am trying to relate this to the 6-7 year olds that I have taught. It all starts from baby steps and at a young age children are learning about the world around them using the skills they have acquired and building on new ones. They are exposed to multiple sources of information and take what they can from it. Are they thoughtful? yes. These kiddos always have an opinion and a story to tell about anything and everything. Are they skeptical? sometimes. Although they tend to believe everything that is presented to them, they do ask a lot of questions and can be challenged to think otherwise. Are they influenced by the author? yes. They need to learn how to choose the right sources and this is difficult for this age to do this. At the same time, teaching digital citizenship from a young age and letting them know that they shouldn’t believe everything they see or read is important. Do they bring in personal experiences to a text? yes, most do and we look for these connections when students are reading stories. Do they consider multiple viewpoints and come to their own understanding? yes, I love reading various versions of stories like “The Three Little Pigs” and “The True Story of the Three Little Pigs” and getting them to share what they believe and why. I had to ask these questions to help me think about how my students can “read the world critically” and where this all starts from. I hope it makes sense to you :) Week 10: An Ecological Perspective to Integrating Technology into Educational ContextsRead: Factors Affecting Technology Uses in Schools: An Ecological Perspective
Zhao Y. & Frank, K. A. (2003). Factors affecting technology uses in schools: An ecological perspective. American Educational Research Journal, 40(4) pp. 807-840. Post two individual questions in the large group discussion forum. 1. Zhao and Frank (2003) use the metaphor of an invasive species to describe the incorporation of technology into the ecology of classrooms. Is technology an invasive species? 2. Zhao and Frank (2003) list consequences as a result of an invasion of an ecosystem by a foreign species: (a) The invader wins and wipes out the existing species (b) both win and survive, in which case some other species may perish or the ecosystem may eventually become dysfunctional because of its limited capacity (c) the invader loses and perishes (d) both the invader and the existing species go through a process of variation and selection and acquire new properties. What have been the consequences of “invading species” in your educational experience? |
Visual RepresentationThe traditional meaning of the Inuksuk is "Someone was here" or "You are on the right path" (http://www.inukshukgallery.com/inukshuk.html). The Inuit make Inuksuks in different forms for a variety of purposes, one being as navigation or directional aids. I chose to represent my learning in this course using an Inuksuk, as it is symbolic for where we are headed in teaching arts and humanities with the integration of technology. My highest stone is a symbol that represents “balance” as each of the stones holding it up represent how students can learn best and are all integral components for a successful learning environment. Of course, there are many integral stones needed in education, but these are the ones I found meaningful from this course.
The Power of a QuestionHaving viewed and contemplated the artist Daito Manabe, consider what he might be offering educational thinking. Daito's web site offer views into experimental use of technology, Daito's since 2003, (consider such projects as his 2011, 'face projection' & 2012, Falty DL "Straight & Arrow") and view The Creators Project in relationship to our on-going investigations into the creative possibilities inherent in our dance with continuous technological change.
We do not necessarily need to know 'how something works' to understand the implications of technology on our pedagogical teacher self. I spent quite a bit of time looking over Daito’s website and I am amazed by his work. He’s definitely talented and has used technology in limitless ways. Daito’s work seems to be based around questions. He says in his interview that there is always a question at first and “we don’t have to leave the questions unsolved”. He also adds that this is made possible by technology. His question about being able to smile without emotion led him to use sensors and build things to answer his question. So what might he be offering to educational thinking? His work is a prime example of what inquiry looks like. We want our students to ask questions to help them know and understand the world and through this process gain higher order thinking skills. We want our students to find ways to research, discover, analyze, collaborate, communicate and share. These are important skills for our students to acquire in order to be successful. His work also made me think about the Maker Movement, a community of designers, inventors, programmers, tinkerers, artists, etc. who learn by “doing”. These learners go through the process of finding, accessing and using information to teach themselves, and then use technology such as 3D printers, laser cutters, various design software, etc. to create and share.
Being away from the classroom for a year and half, I am itching to work with kids again and try all the new technologies/programs/apps that have been developed since I took my leave. My first goal is around the idea of “Maker Movement” and I would love to figure out how this could tie into the arts and humanities classroom. In my classroom, for some reason, Language Arts was predominantly teacher-led. I would have guided reading groups while students worked on independent literacy centers, or I would teach specific writing skills and my students would go to their desks and write in their journals, write a story, etc. In terms of using technology, my students did explore literacy apps on the iPad and I often used SMART Exchange to pull-up relevant literacy lessons and activities. I hope that in this course I am able to re-think my Language Arts program by considering what is taught, how it is taught (technology/Maker Movement/etc..), and how it is assessed. My next two goals are:
Group 3 - Summary for Week 5 DiscussionResearch suggests that when students are asked to create and communicate through different media, such as compose or create films, they are required to master skills that represent high levels of literacy. Using a variety of resources to listen, hear, speak and represent different forms of narrative is necessary for all learners to be exposed to. Not only will this appeal to different types of learners, it equips them to read, interpret and understand the media presented in the “real world”. Using different media whether a movie clip, television show episode, song, or commercial in lessons teaching arts and humanities is good teaching practice. We know that students are tuned into a myriad of media formats on a daily basis, so using media to engage them further in lessons and make the content applicable to their lives seems like a simple solution. Even though there are numerous aforementioned benefits of using media as a tool to promote critical thinking about social issues, educators of younger children may face obstacles from parents who wish to protect their child from such exposure. Furthermore, in religious school, teachers may also be censored in what terms of what issues they may discuss with their students. While media does not always have a good influence on youth, using it as a means to encourage students to think critically about what they are seeing and hearing is imperative in raising these future generations of leaders. "Children are culturally and politically understood as 'future citizens' as well as both innocent and impressionable and FCC policies and regulatory practices contribute to the positioning of the child as such" (Banet-Weiser, 2007, p.17).
Taking an interdisciplinary approach in our educational practice fosters an environment in which the learning is centered around the student. Learning becomes authentic and applies more to real-world situations rather than isolated educational experiences. It provides more opportunities for students to make connections in their learning and facilitates a personalized learning environment. The new BC Education Plan, proposed by the Ministry of Education (2015) is focussing on an interdisciplinary approach to education, centered more on core competencies rather than subject specific learning outcomes. The competencies are designed to be strength based, student-centered, progressive and allow for authenticity. As this is a new shift in thinking for many teachers, this does not come without challenges. As teachers begin to plan with an interdisciplinary approach, planning time may be more time-consuming, but the benefits of this approach far outweigh the challenges. Christy, Corinne, Shafali, and Claude References: Banet-Weiser, S. (2007). Kids Rule! Nickelodeon and Consumer Citizenship. Durham, NC: Duke University Press Ministry of Education (2015, January). BC's Education Plan: Focus on learning. Retrieved from http://www.bcedplan.ca/assets/pdf/bcs_education_plan_2015.pdf Objects of Learning: Representation, On-line Games, Materials for EducationSherry Turkle’s (2007) article Can You Hear Me Now? reaffirmed to me again that we are interacting with the world through a different lens and we are forming relationships with technology which is changing how we interact with each other. Boundaries between the virtual and the real are becoming blurred and I agree that it is becoming easier for people to blend their real and virtual lives.
When reading Turkle’s (2007) Evocative objects: Things we think with book, I gravitated to The Bracelet. The Navajo cuff bracelet (object) had many stories to tell about Navajo history from the people to the land. It reminded me of a digital inquiry project I did with my grade ones and twos about their past. They did bring in an artifact from home and shared the story that went with it. They also took a photograph of the artifact and added it to their “digital treasure chest”. Within that chest held artifacts of photographs, an interview with a grandparent, a special family tradition story, a charcoal sketch of their family, and an audio clip of them sharing an old story from their past. Everything that went in their "digital" chest was real and touchable at first. So many stories came out of the artifacts/drawings/sketches, etc and then became archived. It was an amazing lesson to bring out the past with real objects. Benefits of e-learning:
I think bringing in Wii in the music or PE class is a great supplement. I don’t think it should ever become the only way to get kids learning and active. Playing a sport on Wii will never compare to experiencing the physical connection to a sport and actually playing it. Learning music on Wii will never compare to placing your fingers on a piano or strumming a guitar. Wii can be used as a tool for further learning, perhaps learning music notes or the rules of a game, but it can never replace the real thing. Johnson’s (2006) article The Long Zoom, claims that players will be made more curious about the real world after traveling through a simulated universe, and that shows them that they have the power to shape that universe as well” (Johnson, 2006. p.6). So can distance learning enable students to acquire the skills they need in order to be good citizens skilled in various domains? I believe it can. If gaming has such a powerful effect on students, and from last week’s conversation around the influence of Nickelodeon programs, students can be easily taught and influenced when they are “hooked-in” and engaged. If authentic learning can take place in a distance learning environment, and students “buy-in” whether it be through an avatar, competition or collaboration, it definitely is possible. Group 2: Summary for week 8 discussionIn Vignette #6, Shafali looked at “How does a whole school move towards integrating technology?” the Education Technology department head in a secondary school shares her perspective of the process of the integration of technology. She describes a situation that is similar to many schools in North America where the decision to integrate technology is pushed down from the ministry of education, and school administration takes on the lead role in implementing the new policy. Although there were some positive steps forward in the way the implementation was carried out, there were also many decisions that did not take into account that technological change involves many dimensions that make it difficult for educators to embrace technology as easily as they should. If the idea is to empower teachers to develop best practices for using and integrating technology, it needs to come from the ground up rather than being imposed from top-down. Support from leadership and time to share and connect with colleagues is necessary in order for teachers to consider integrating technology in their teaching methodologies.
In Courtney’s Vignette #8, students were expected to read the course materials at home, answer questions on the discussion board, and engage in discussions with their classmates. However, the instructor realized that the discussion board was not being used to its full potential. While the students would respond to course-related questions, very little engagement occurred. In order to provide students with a viable learning experience, the facilitator needs to ensure that they put themselves in a position where they are someone who motivates, advises, and helps students to develop. As the instructor in this Vignette rarely contributed to discussions in a substantive way, moments for further learning were lost. In order to avoid this type of situation, an instructor should have proper training, provide clear guidelines of ideal responses, encourage students when they express themselves, and help to create an environment that will provide an opportunity for more interaction between students. While there are many responsibilities of an instructor in an online learning environment, the requirements and situations will never be the same. A successful instructor will be able to identify areas where they need to focus their attention. In Jeff’s vignette #9, the objective of this project was to create an authentic experience for elemantary students to involve emotions and make a difference in their decisions towards a clear problem, littering. By creating an emotional impact, the students claimed a change of attitude in their school. The objective was to enable the video producers (the elementary students) to communicate a message that would entice the viewers (and themselves) to actively alter their behavior and adopt the solution suggested by the movie. “The Trash that Came from the Can” is easily visualized, remembered and understood by the children. A large part of the learning happened in the process of reflection before the creation. iMovie offers opportunities to create something different and alive from thoughts. Here, the students invented the Trash Monster taking control of the school. The very serious message sent demonstrated that students, together, can regain control over the Trash Monster and win back their school. In this project, the students used multiple technologies and a collaborative and constructivist approach. Students were encouraged to take ownership of their learning by being aware of the problem at hand. Jo-Anne worked with Vignette #3 and how it describes how technology can be integrated into the classroom to facilitate faster and more efficient communication to make the processes of the course run more efficiently; this can includes communication between teacher/student, student/student and teacher/course content/student. It can also be used to enable students to have more options in how they represent what they learn, thereby potentially increasing the engagement of the students as they are able to use technology to personalize their learning. In order to do this effectively, students need to be supported to think critically about what they choose as a medium, and how it affects the content of what they want to share. It is important to not let the technology – either the student’s facility with it, or challenges it might pose – eclipse the learning of the student with regards to the intended learning outcomes of the course. Just as it is important that students think critically about the technology they use, vignette #3 suggests that educators also need to critically examine what they are assessing when students use technology to represent what they have learned – is it the learning outcomes of the course, the mastery of the technology used to represent the students’ learning, or a combination of both? The teacher and students need clarity about what is being assessed to ensure that the learning outcomes for a course are a clear focus, rather than the student’s facility with technology. |