The role of a teacher is to prepare students to be successful citizens in the twenty-first century. In chapter 10 of Guiding learning with technology the subject of evaluating the pros and cons of technologies in the classroom arises and is final discussed. Throughout this semester I have been against the majority of the views of this textbook, but over the past few chapters I am starting to agree with a few of their views. Their needs to be evaluation of technology and the necessity of the tools put into classrooms. Technology for technology sake degrades the learning experience. Technology must have a purpose and teachers must understand the pros and cons of how they teach to teach effectively.
Chapter 10 starts with the discussion of calculators in the classroom. This is a favorite of my discussions of the costs of constant computer use in our society. I have often enjoyed asking math professors and math majors one simple question. If you have 180 miles to travel and you are traveling at 60 miles per hour. How long will it take to get to your destination? Almost all will run for their calculators and many fail to answer this question if their calculator is not present. It is just were we have come as Americans.
Why learn how to spell? When there is spell check. Why learn long hand math, when there is a calculator? Why make plans with friends in advance when you have cell phone? I have seen people that communicate best when testing. Then they fall apart when they have to have a face-to-face conversation. Because it makes them nervous, what if they say the wrong thing? It took my entire photography class 10 min to figure out 78/13. I said it was 6 but it took 10 min and a calculator being run twice for them to believe it. But truly when will one be writing without a computer and spell check? When will students not have a calculator? They are on computers, cell phones, and watches. Why slow down and make plans and stick to them when you have a cell phone that allows you to change plans in a split second?
Technology is a powerful tool for society. Progressions in technology have put America as a front leader as a world power. It makes life far more efficient when used properly. But!!! Technology should not supplement technical skill and understanding of the subject matter. Having technical skill in a subject limits the cost as well as the time it takes to perform the task. Tool and technology provides this ability to expedite tasks when in the hands of someone that knows how to use them. Commonly just having the tool doesn’t allow the task to get completed. Bigger and bigger tools have become our way of solving problems. I see this form of problem solving constantly and am guilty of it as well. When faced with a problem we look to get a bigger better tool to solve the issue before we sit back and think about the issue and then problem solve.
Within the next generations born in the twenty-first century it will become necessary to teach student how to think and problem solve and not to just reach for the biggest baddest tool. Students will need to learn how to problem solve. The best way to archive this is have them have a complete understanding of the subject matters that will face them and have them understand where they are intending to go. Give them competence and direction.
Thursday, April 22, 2010
Wednesday, April 14, 2010
ch 7
Chapter seven is a very broad chapter!!! Covering topics such as blogs, virtual tours, international pen pals, chat rooms, web quests, then the Internet and much more. The main ideas behind all the tech talk were the most profound. The idea of application for intention, not use for use. The fact that this book finally hinted at this idea brought a smile to my face. The most profound topic was left to the final sentences of this chapter. The idea that it is more important to teach the topic of intent than spends the majority of the time teaching the technology. When a technology becomes more of a hinder to education than help then it must be set aside for the greater good of the children.
Another topic that was raised in this chapter was the discussion that children must be educated on how to use chat rooms and blogs safely. The same as one would teach their children to look both ways before they cross the street. So to should parents and teachers should teach the children how to safely use the Internet. There are a lot of risks out there but students can be protected by proper education and supervisor awareness.
The more superficial topics of this chapter were the applications of spreadsheets, databases and the Internet. The idea is that no longer is the library the primary source of information. One can now log onto the Internet, log into a database somewhere and retrieve just about anything they had interest in knowing. Company’s can create databases. I’m sure the Vatican library has an amazing database. (If we could only get access). Some databases are shared and some are private. Each serves the function of housing massive amounts of information and indexing the information for easy access.
I did not know that there were bots that categorized ever-new web page. Computers crawling from web page to web page posting the sites to the search engines, Amazing.
In recap, there are thousands of things you can do to help children learn. But keeping education safe, fun and informative is the job of an educator.
Another topic that was raised in this chapter was the discussion that children must be educated on how to use chat rooms and blogs safely. The same as one would teach their children to look both ways before they cross the street. So to should parents and teachers should teach the children how to safely use the Internet. There are a lot of risks out there but students can be protected by proper education and supervisor awareness.
The more superficial topics of this chapter were the applications of spreadsheets, databases and the Internet. The idea is that no longer is the library the primary source of information. One can now log onto the Internet, log into a database somewhere and retrieve just about anything they had interest in knowing. Company’s can create databases. I’m sure the Vatican library has an amazing database. (If we could only get access). Some databases are shared and some are private. Each serves the function of housing massive amounts of information and indexing the information for easy access.
I did not know that there were bots that categorized ever-new web page. Computers crawling from web page to web page posting the sites to the search engines, Amazing.
In recap, there are thousands of things you can do to help children learn. But keeping education safe, fun and informative is the job of an educator.
Ch 5 word processors
Word processors are the new form of written language. Same as when people moved away from script to block writing for the ease and clarity we now move to typing. Typing up papers is faster, easier to revise and edit. Leading to the position that typing should be included in all classes and disciplines.
For many students keeping a current work flow of ideas in an electronic journal will help develop ideas. Word processors allows one to work on a topic them jump to another and easily make space for new ideas relevant to the initial topic without having to glue in new pages. They typed language will progressively take over the hand written word but as educators we must not let students believe the computer will do all the work for them.
The key will be the formulas for prewriting, revision, and editing. These are all made easier with a word processor but they still hold up to the same standards as previously hand written papers.
For many students keeping a current work flow of ideas in an electronic journal will help develop ideas. Word processors allows one to work on a topic them jump to another and easily make space for new ideas relevant to the initial topic without having to glue in new pages. They typed language will progressively take over the hand written word but as educators we must not let students believe the computer will do all the work for them.
The key will be the formulas for prewriting, revision, and editing. These are all made easier with a word processor but they still hold up to the same standards as previously hand written papers.
Sunday, March 21, 2010
Chapter 6
Chapter 6 Spreadsheets
Spreadsheets are a quintessential tool for teachers. Not only does it make calculating grades simple and easy it also makes it easier to see trends in student’s work and errors. Spreadsheets have become a central part of our society and students would at a disadvantage not know how to properly utilize them. Spreadsheets software such as excel will also allow students to transform mathematical data into visual graphs and charts. This will allow for the visual learners to gain an understanding of the information with great ease.
I would find the use for spreadsheets in calculating grades, tracking attendance, calculating trends, consumption of art supplies, and many other common teacher tasks.
It just leaves the question of when to use a spreadsheet and when is it just an extra step.
Spreadsheets are a quintessential tool for teachers. Not only does it make calculating grades simple and easy it also makes it easier to see trends in student’s work and errors. Spreadsheets have become a central part of our society and students would at a disadvantage not know how to properly utilize them. Spreadsheets software such as excel will also allow students to transform mathematical data into visual graphs and charts. This will allow for the visual learners to gain an understanding of the information with great ease.
I would find the use for spreadsheets in calculating grades, tracking attendance, calculating trends, consumption of art supplies, and many other common teacher tasks.
It just leaves the question of when to use a spreadsheet and when is it just an extra step.
Tuesday, March 9, 2010
Ch 9 Hypermedia and Web Authoring
Hyper text
Non-sequential reading and designing power points and online games like sporkle.
Hypertext was a coined phrase by T.H. Nelson in 1965. His idea was to have everything written on an accessible database and have everything written about a subject and related to the subject a click away. This has almost been achieved with the World Wide Web. This idea of Hypertext has lead to non-sequential reading. In many aspects this idea is good. It lets people expand their minds, continue to read if a subject interests them or switch over to supporting information until they find a point where they have come to fully understand a topic or moved on to something else entirely.
I feel that having moved over to the ability of learning from the World Wide Web we would do our children a disservice if we removed the sequential learning developed by books. A well written, planed and constructed book brings about an idea and the understanding of that idea through scaffolding information leading up to the main point. When you take all knowledge out of context and let only portions of the story be told it become a self contained reality that has little to no connection to the rest of the world. Letting kids explore knowledge through encyclopedias and learning from reading online is a great tool to expand the mind. But we cannot lose the constructed sequential development of a well-written book.
The chapter also goes on and describes how to plan out a hypermedia and web authoring. This section is very similar to the basic ideas of constructing a power point presentation. Maintain consistency
Don’t put in to many ideas
Don’t use too much text
Make the text readable
Be gender neutral
Make your web links look consistent
Make sure it works when you finish it
Non-sequential reading and designing power points and online games like sporkle.
Hypertext was a coined phrase by T.H. Nelson in 1965. His idea was to have everything written on an accessible database and have everything written about a subject and related to the subject a click away. This has almost been achieved with the World Wide Web. This idea of Hypertext has lead to non-sequential reading. In many aspects this idea is good. It lets people expand their minds, continue to read if a subject interests them or switch over to supporting information until they find a point where they have come to fully understand a topic or moved on to something else entirely.
I feel that having moved over to the ability of learning from the World Wide Web we would do our children a disservice if we removed the sequential learning developed by books. A well written, planed and constructed book brings about an idea and the understanding of that idea through scaffolding information leading up to the main point. When you take all knowledge out of context and let only portions of the story be told it become a self contained reality that has little to no connection to the rest of the world. Letting kids explore knowledge through encyclopedias and learning from reading online is a great tool to expand the mind. But we cannot lose the constructed sequential development of a well-written book.
The chapter also goes on and describes how to plan out a hypermedia and web authoring. This section is very similar to the basic ideas of constructing a power point presentation. Maintain consistency
Don’t put in to many ideas
Don’t use too much text
Make the text readable
Be gender neutral
Make your web links look consistent
Make sure it works when you finish it
Wednesday, March 3, 2010
Chapter 8
Wow, never before have I thought about the fact that being literate included being able to construct power point presentations as well as shot videos, but, it makes sense. In chapter eight our book describes being literate as not only being able to read and write but to understand images sounds and symbolism. Throughout history we have read paintings and other imagery with the use of symbols and conveying body language. Illusions, art, rhythms and tones in music all convey a mood, feeling or sensation. Now it has become necessary for the literate citizen to be able to read and understand all of these components to communication. Wow.
Video or in terms of the book Multimedia into the classroom, reports as well as presentations can convey the true intent of the author. Historically and personally information is lost when reading when you don’t know the way someone intended. Having a multimedia presentation of sounds, body language, symbols and other imagery will not only convey the words but also the intent. It will take much longer to produce a multimedia report. Due to the process of having a concept map, drawing out a story board, gathering the music, constructing the environment to display, scripting, shooting, and then editing. But the delivery of this information will be faster than a report and can reach a much broader audience within moments.
Teachers will need to be aware of many issues that also may arise with this new form of literacy. Students will have to be aware of copyright laws. Students will have to know how to use film-editing programs, filming equipment, sound splicing, sound recording, and also the equipment necessary to present these presentations. Teachers will have to be aware that many if not most students will not have access to the majority of the equipment that they will need to produce such a multimedia presentation. The concept and having presentations presented this way is amazing. It will allow students to become literate for tomorrow and convey the true intent of their presentation.
Knowing how time intensive film editing is, teachers must be aware that this type of project will take much more time than a normal report and there for students will need the time and resources to make it possible.
Video or in terms of the book Multimedia into the classroom, reports as well as presentations can convey the true intent of the author. Historically and personally information is lost when reading when you don’t know the way someone intended. Having a multimedia presentation of sounds, body language, symbols and other imagery will not only convey the words but also the intent. It will take much longer to produce a multimedia report. Due to the process of having a concept map, drawing out a story board, gathering the music, constructing the environment to display, scripting, shooting, and then editing. But the delivery of this information will be faster than a report and can reach a much broader audience within moments.
Teachers will need to be aware of many issues that also may arise with this new form of literacy. Students will have to be aware of copyright laws. Students will have to know how to use film-editing programs, filming equipment, sound splicing, sound recording, and also the equipment necessary to present these presentations. Teachers will have to be aware that many if not most students will not have access to the majority of the equipment that they will need to produce such a multimedia presentation. The concept and having presentations presented this way is amazing. It will allow students to become literate for tomorrow and convey the true intent of their presentation.
Knowing how time intensive film editing is, teachers must be aware that this type of project will take much more time than a normal report and there for students will need the time and resources to make it possible.
Wednesday, February 24, 2010
Chapter 12
Chapter 12: Designing, Implementing, and Reflecting on Instruction with Technology
A chapter that can be summed up in: Plan, Present, Motivate, Assess, Revise, and Repeat. The topic of most interest to me was the discussion about design and implementation of cognitive, affective and psychomotor objectives. These techniques of conveying preparing information stood as the most important and the most applicable technology teachers may have.
The cognitive objectives, which is revision of bloom’s taxonomy utilizes a simplistic workflow incorporating the key aspects of scaffolding to develop the ideas to gain an understanding of the subject matter. The progressive steps intended to lead to cognitive thought and creation is a necessary component of the minds of our children. By allowing students to gain the knowledge of how to approach problem solving and production they will start to learn how to think and not just respond.
The Affective Objectives are the implications and application of the ideals presented. The idea that higher learning is the objective, but if all else fails they will learn how to use the technology struck me as a strange ideal. A quote form the book seems to sum up the majority of the ideals of this book that I don’t agree with but understand, “The lowest effective level they may simply pay attention to the use of the technology as a tool.” (Page 265). This ideal makes me question the role intended for students in our society. As educators we should ask our selves what do we intend to create as a society through the way we teach?
Psychomotor Objectives, is the implementation of tasks to develop motor skills and hand eye coordination into the classroom. This idea is a strong truth. It should not be limited to the idea of learning to how to type and use a mouse. We have not evolved past the point of moving our bodies. Students will need to get up and move. Even though students spend almost eight hours a day in a chair during school the majority of the world moves around when they work. Be it farming, ranching, plumbing, electrical work, construction, mechanics, soldiers, nurses, doctors, and even cops. We need people that can move and have motor skills. People that only know how to sit at a desk will be useless for the majority of the jobs of the world. What kind of disservice will we do our children and our society if we have our student sit at their desks all day and never address the psychomotor objectives?
I agree with this chapter that it is highly necessary to make a plan for our students based on the needs of what they will need to be successful in life. Teacher will motivate the students, monitor their progress, assess their achievements, and revise their plans to accommodate with the short falls and achievement s of their initial plan.
A chapter that can be summed up in: Plan, Present, Motivate, Assess, Revise, and Repeat. The topic of most interest to me was the discussion about design and implementation of cognitive, affective and psychomotor objectives. These techniques of conveying preparing information stood as the most important and the most applicable technology teachers may have.
The cognitive objectives, which is revision of bloom’s taxonomy utilizes a simplistic workflow incorporating the key aspects of scaffolding to develop the ideas to gain an understanding of the subject matter. The progressive steps intended to lead to cognitive thought and creation is a necessary component of the minds of our children. By allowing students to gain the knowledge of how to approach problem solving and production they will start to learn how to think and not just respond.
The Affective Objectives are the implications and application of the ideals presented. The idea that higher learning is the objective, but if all else fails they will learn how to use the technology struck me as a strange ideal. A quote form the book seems to sum up the majority of the ideals of this book that I don’t agree with but understand, “The lowest effective level they may simply pay attention to the use of the technology as a tool.” (Page 265). This ideal makes me question the role intended for students in our society. As educators we should ask our selves what do we intend to create as a society through the way we teach?
Psychomotor Objectives, is the implementation of tasks to develop motor skills and hand eye coordination into the classroom. This idea is a strong truth. It should not be limited to the idea of learning to how to type and use a mouse. We have not evolved past the point of moving our bodies. Students will need to get up and move. Even though students spend almost eight hours a day in a chair during school the majority of the world moves around when they work. Be it farming, ranching, plumbing, electrical work, construction, mechanics, soldiers, nurses, doctors, and even cops. We need people that can move and have motor skills. People that only know how to sit at a desk will be useless for the majority of the jobs of the world. What kind of disservice will we do our children and our society if we have our student sit at their desks all day and never address the psychomotor objectives?
I agree with this chapter that it is highly necessary to make a plan for our students based on the needs of what they will need to be successful in life. Teacher will motivate the students, monitor their progress, assess their achievements, and revise their plans to accommodate with the short falls and achievement s of their initial plan.
Tuesday, February 16, 2010
Ch 13 assessment
Assessment is the process of monitoring student’s progress towards important learning goals and objectives. This chapter covers many ways teachers may assess their students. It is stated that teachers are moving away from tests and focusing more on monitoring students ability to put the knowledge into practice. The chapter starts with a basic introduction to assessment, which basically includes the idea that teachers should interweave assessments into the course work. This will allow teachers to know how well they are doing and if students understand the material and it will provide evidence that they taught the material. From this book I’m starting to feel like a teacher has to build evidence the same way as a lawyer to protect their job…?
The book goes on to talk about assessments and how you could use technology to do your assessments. It reiterates Teachers need to reevaluate their methods of assessing students learning in a technology-rich environment with the goal of considering and learning new ways for gathering evidence of learning. I question this gathering evidence…? But I understand that as teachers we must be able to prove that we did our jobs.
The final section includes the alternative to testing. The book encourages teachers to move away from tests. Especially true false tests, and move over to videos, portfolios, reports, and web projects. The last part gives many examples of different ways of assessing students learning. This chapter shows teachers how to document student learning and prove that they have taught something. It seems like a lot of covering your butt. But, that seems to be the way of the world and will provide a substantial base of information for studies to be conducted on how students learn.
The book goes on to talk about assessments and how you could use technology to do your assessments. It reiterates Teachers need to reevaluate their methods of assessing students learning in a technology-rich environment with the goal of considering and learning new ways for gathering evidence of learning. I question this gathering evidence…? But I understand that as teachers we must be able to prove that we did our jobs.
The final section includes the alternative to testing. The book encourages teachers to move away from tests. Especially true false tests, and move over to videos, portfolios, reports, and web projects. The last part gives many examples of different ways of assessing students learning. This chapter shows teachers how to document student learning and prove that they have taught something. It seems like a lot of covering your butt. But, that seems to be the way of the world and will provide a substantial base of information for studies to be conducted on how students learn.
Thursday, February 11, 2010
EDCI 320 ch 4
The chapter starts by reiterating that teachers should think about how to teach a topic not just teach how they were taught. The times are a changing and we must be current with the times. This chapter consists of the six NETS-S Standards: 1. Basic operation and concepts, 2. Social Ethical and human issues, 3 technology productivity tools, 4. technology communications tools, 5. Technology research tools, 6. Technology problem solving and decision making tools.
One of the main ideas of this chapter was that teachers couldn’t expect students to know how the technology works when they show up to class. Education of the technology must be apart of the class. Teachers must bring all students up to the understanding of how to problem solve and trouble shoot.
I read these strait forward statements of as a teacher you must do this. I look back at the definition of technology and I wonder why are there no techniques described in this book? New ideas of how to engage students? Why is it an authoritative approach to subjugating teachers to sell computers? What if the technology is not a machine? What if the technology is having the kids stop, think, and plan their next move? Ways of thought, techniques, and skills have been the technologies that have been passed down for generation to generation. Isn’t the non-mechanical technology the greatest technology we have?
We put men into space on the Apollo 13 mission with old bolts cheap rubber and thick tiles. This crowning achievement, a demonstration of mans superiority over nature used mans first invention (fire) to get him to the moon. When this all went array it was thought and techniques of problem solving that saved the day.
So, when I incorporate technology into my classroom I will not limit my ideas of technology to computers and machines. I will place the skills, techniques, and ways of thinking at the foundation of teaching. Giving the students the opportunity to grow.
I have taken the liberty of revamping the NETS-S standards to be written as they should be. Students will be able to identify and solve problems in life that occur during everyday use (not just hardware and software). Demonstrate knowledge of current changes in their world and the effects it has on the workplace and society. Students will exhibit lead and ethical behaviors. They will use tools when necessary for a project when it betters them. They will learn to work together, discuss, analyze, and communicate in groups and as individuals.
Why is this book so hell bent on making everything involves computers even if it doesn’t need to? By the definition given if a machine creates a lower standard of living and takes more time and energy, then it would not be a technology.
One of the main ideas of this chapter was that teachers couldn’t expect students to know how the technology works when they show up to class. Education of the technology must be apart of the class. Teachers must bring all students up to the understanding of how to problem solve and trouble shoot.
I read these strait forward statements of as a teacher you must do this. I look back at the definition of technology and I wonder why are there no techniques described in this book? New ideas of how to engage students? Why is it an authoritative approach to subjugating teachers to sell computers? What if the technology is not a machine? What if the technology is having the kids stop, think, and plan their next move? Ways of thought, techniques, and skills have been the technologies that have been passed down for generation to generation. Isn’t the non-mechanical technology the greatest technology we have?
We put men into space on the Apollo 13 mission with old bolts cheap rubber and thick tiles. This crowning achievement, a demonstration of mans superiority over nature used mans first invention (fire) to get him to the moon. When this all went array it was thought and techniques of problem solving that saved the day.
So, when I incorporate technology into my classroom I will not limit my ideas of technology to computers and machines. I will place the skills, techniques, and ways of thinking at the foundation of teaching. Giving the students the opportunity to grow.
I have taken the liberty of revamping the NETS-S standards to be written as they should be. Students will be able to identify and solve problems in life that occur during everyday use (not just hardware and software). Demonstrate knowledge of current changes in their world and the effects it has on the workplace and society. Students will exhibit lead and ethical behaviors. They will use tools when necessary for a project when it betters them. They will learn to work together, discuss, analyze, and communicate in groups and as individuals.
Why is this book so hell bent on making everything involves computers even if it doesn’t need to? By the definition given if a machine creates a lower standard of living and takes more time and energy, then it would not be a technology.
Thursday, February 4, 2010
unit plan 1
Josh Disney
Grade Lvl 1-5 Grade
Unit One: Art Is Everywhere
Content Area:
Senses/ perception
Look and Compare
Line/Shape/Color/ texture/ value
Balance/ pattern/ variety/ proportions/ emphasis
Representation
Artist Work
Portfolio Project
Goals/Content Cognitive
Students will be able to communicate to others what they see or have seen. Using language, paint or other mediums, students will be able to communicate intended meanings to others. Students will gain an understanding of common terms and techniques. Students will experience producing a work of art.
Students will know what lines/ shapes / colors are and how to describe them.
Students will be able to objectively look at a work of art and describe what they see.
Students will be able to look at a work and think about it from different perspectives.
State standards that will be addressed:
Art projects will promote, support and model creative and innovative thinking and inventiveness. Students will be faced with problems that will make a need for them to explore the real world , their perception and resources available to them. Students will also have to engage each other, family and friends to gain a better understanding of what they have seen, hear, perceived, and read. Dialog with students will offer the opportunity for students to become self aware. Teaching them how they can gain control of their own learning.
This unit will cover every relevant state standard.
For the Technology Content Standard
Self awareness and becoming aware of different avenues of gaining experiences will provide students the opportunity to better understand and analyze their world. Students will be shown that you have multiple avenues of gaining information on desired subjects of interest. The internet should be accessible, books, magazines, museums, art on the wall and inspiration from each other providing the students a chance to reference and cross reference infromation. Discussions and Dialog in and out of class will also promote learning. Discussion will lead to understanding different views and how to identify accuracy.
Why would students care about this topic?
Students will care about this topic because it engages them. Being aware of what is around one’s self provides an understanding of who we are and who we choose to be and become. Students will also learn how to communicate this to other visually in addition to writing and speach. Students will also enjoy the class because it is fun.
How will students be assessed?
Students will produce representation drawing. Students will also have critiques and be able to discuss different aspects of works of art. Students will describe what they have done, how they came to the conclusion of how to do it, and what was successful and what was not. Technology can support and enhance assessment by providing the ability for students to critique master’s works before critiquing their own.
Learning Connections
Students will need to come to class with the ability to use their senses. They will need to have a desire think. Students will encounter difficulties if they can only see the world in black and white (metaphorically not colorblindness). If students must be told step by step instructions without any mental impute of their own, this class will be a struggle for them. Even with the struggle of having to learn to problem solve on one’s own this class will teach students the basics of line, shape, color, perception and thought, which will providing a strong foundation for any further classes.
Learning Activities or Tasks
Students will describe what they see around them. Students will describe events that had emotions attached. Students will be shown different colors, shapes and types of lines. Students will then create their own colors shapes and lines. Leading students up to the point of creating a representational drawing using the lines shapes and colors they have learned. Within a sketch book students will draw and describe what they have seen and perceived in the world around them. Slide shows and PowerPoint presentations will provide the possibility for mass diversity of events for students to whiteness.
Teaching Strategies
During this unit all of Gardner’s Multiple Intelligences will be utilized to immerse the students in an environment where they are exposed, process, and utilized; topics, techniques, and terminology they have learned throughout the unit. As a teacher I will provide examples, thought provoking questions, ideas of techniques to use and the possibilities to become successful.
Management?
During class time students will be in the classroom unless the opportunity presents its self for the class to go out on the playground and sketch what we see. Dependent on the environment the work the students produce will either be industrial interiors/ and people or if they have the opportunity to go outside it may include nature, people, architecture, and anything else they may be exposed to outside.
Each student will view the world differently and will convey what they have experienced differently. Dependent on the student and their work different thought provoking questions must be proposed, leading to students gaining an understanding of the basics of art and perception.
Technology will provide classroom management be it the lone tree on the playground that every student will want to sit by. PowerPoint slide shows or images they can pull up on a computer all life enriching methods or opportunities to exploit resources will promote keeping the students together and focused.
Materials and Resources:
Students
something to write or draw on and a utensil to do so.
Students will only use APA if they so choose to cite a work of art they have created due to being inspired by said source.
Grade Lvl 1-5 Grade
Unit One: Art Is Everywhere
Content Area:
Senses/ perception
Look and Compare
Line/Shape/Color/ texture/ value
Balance/ pattern/ variety/ proportions/ emphasis
Representation
Artist Work
Portfolio Project
Goals/Content Cognitive
Students will be able to communicate to others what they see or have seen. Using language, paint or other mediums, students will be able to communicate intended meanings to others. Students will gain an understanding of common terms and techniques. Students will experience producing a work of art.
Students will know what lines/ shapes / colors are and how to describe them.
Students will be able to objectively look at a work of art and describe what they see.
Students will be able to look at a work and think about it from different perspectives.
State standards that will be addressed:
Art projects will promote, support and model creative and innovative thinking and inventiveness. Students will be faced with problems that will make a need for them to explore the real world , their perception and resources available to them. Students will also have to engage each other, family and friends to gain a better understanding of what they have seen, hear, perceived, and read. Dialog with students will offer the opportunity for students to become self aware. Teaching them how they can gain control of their own learning.
This unit will cover every relevant state standard.
For the Technology Content Standard
Self awareness and becoming aware of different avenues of gaining experiences will provide students the opportunity to better understand and analyze their world. Students will be shown that you have multiple avenues of gaining information on desired subjects of interest. The internet should be accessible, books, magazines, museums, art on the wall and inspiration from each other providing the students a chance to reference and cross reference infromation. Discussions and Dialog in and out of class will also promote learning. Discussion will lead to understanding different views and how to identify accuracy.
Why would students care about this topic?
Students will care about this topic because it engages them. Being aware of what is around one’s self provides an understanding of who we are and who we choose to be and become. Students will also learn how to communicate this to other visually in addition to writing and speach. Students will also enjoy the class because it is fun.
How will students be assessed?
Students will produce representation drawing. Students will also have critiques and be able to discuss different aspects of works of art. Students will describe what they have done, how they came to the conclusion of how to do it, and what was successful and what was not. Technology can support and enhance assessment by providing the ability for students to critique master’s works before critiquing their own.
Learning Connections
Students will need to come to class with the ability to use their senses. They will need to have a desire think. Students will encounter difficulties if they can only see the world in black and white (metaphorically not colorblindness). If students must be told step by step instructions without any mental impute of their own, this class will be a struggle for them. Even with the struggle of having to learn to problem solve on one’s own this class will teach students the basics of line, shape, color, perception and thought, which will providing a strong foundation for any further classes.
Learning Activities or Tasks
Students will describe what they see around them. Students will describe events that had emotions attached. Students will be shown different colors, shapes and types of lines. Students will then create their own colors shapes and lines. Leading students up to the point of creating a representational drawing using the lines shapes and colors they have learned. Within a sketch book students will draw and describe what they have seen and perceived in the world around them. Slide shows and PowerPoint presentations will provide the possibility for mass diversity of events for students to whiteness.
Teaching Strategies
During this unit all of Gardner’s Multiple Intelligences will be utilized to immerse the students in an environment where they are exposed, process, and utilized; topics, techniques, and terminology they have learned throughout the unit. As a teacher I will provide examples, thought provoking questions, ideas of techniques to use and the possibilities to become successful.
Management?
During class time students will be in the classroom unless the opportunity presents its self for the class to go out on the playground and sketch what we see. Dependent on the environment the work the students produce will either be industrial interiors/ and people or if they have the opportunity to go outside it may include nature, people, architecture, and anything else they may be exposed to outside.
Each student will view the world differently and will convey what they have experienced differently. Dependent on the student and their work different thought provoking questions must be proposed, leading to students gaining an understanding of the basics of art and perception.
Technology will provide classroom management be it the lone tree on the playground that every student will want to sit by. PowerPoint slide shows or images they can pull up on a computer all life enriching methods or opportunities to exploit resources will promote keeping the students together and focused.
Materials and Resources:
Students
something to write or draw on and a utensil to do so.
Students will only use APA if they so choose to cite a work of art they have created due to being inspired by said source.
Monday, February 1, 2010
EDCI 320 Ch 3
Within chapter 3 the knowledge base of teachers has changed from the days when they were only required to have passed the grade they were teaching. TO the standards we have today of full college degrees and constant recertification. Chapter 3 goes on to cover the idea of what learning is. Our book defines learning as what happens when there is a relatively permanent change in an individual’s knowledge or behavior. The book continues to support this idea with a quick overview of different schools of psychology in regards to leaning.
Starting with Behavioralist explains how learning occurs as positive and negative reinforce to schema. If something works one out of ten times but one out of the ten time there will be a prize that is better than the nine punishments then there will be a reinforcement to the action. This idea is that learning is stimulated by outside forces based on the accumulations of the knowledge of value.
Cognitive psychologist- the book defines it as an internal mental process. A systematic compilation of associations built up by experience.
The last one they touch on is constructivism the authors idea of the blending of these two schools of thought. This is the most logical by all standards and most congruent when assessing the develompment of thought. There are also new ideas out there such as Gardeners multiple intelligences and connectivism and many others. All of these different isums hold different aspects of the militaries FM 22-100 leadership and its 47 ways to lead. But forty-seven is a lot for us to take in so, Gardner rains supreme with his seven ways to learn.
Understanding where we come from and how things have progressed from the 1800 is great to see. Understanding that for many schools around the world it wasn’t the same as it was in the colonies of America as states were forming. Europe’s school systems were established. They may have been segregated by class but established. Will we define the existence of our education system solely on the past 150-years of the United States western educational system? Will we limit our teaching methods to what is quickest and easiest or will we decided to provide the most beneficial education for our students?
Starting with Behavioralist explains how learning occurs as positive and negative reinforce to schema. If something works one out of ten times but one out of the ten time there will be a prize that is better than the nine punishments then there will be a reinforcement to the action. This idea is that learning is stimulated by outside forces based on the accumulations of the knowledge of value.
Cognitive psychologist- the book defines it as an internal mental process. A systematic compilation of associations built up by experience.
The last one they touch on is constructivism the authors idea of the blending of these two schools of thought. This is the most logical by all standards and most congruent when assessing the develompment of thought. There are also new ideas out there such as Gardeners multiple intelligences and connectivism and many others. All of these different isums hold different aspects of the militaries FM 22-100 leadership and its 47 ways to lead. But forty-seven is a lot for us to take in so, Gardner rains supreme with his seven ways to learn.
Understanding where we come from and how things have progressed from the 1800 is great to see. Understanding that for many schools around the world it wasn’t the same as it was in the colonies of America as states were forming. Europe’s school systems were established. They may have been segregated by class but established. Will we define the existence of our education system solely on the past 150-years of the United States western educational system? Will we limit our teaching methods to what is quickest and easiest or will we decided to provide the most beneficial education for our students?
EDCI 320 Ch 2
"How a person learns a particular set of knowledge and skills, and the situation in which a person learns, becomes a fundamental part of what is learned." This statement holds the strongest message of this chapter. This statement alone poses the question of how shall a teacher teach a subject so students obtain the highest level of comprehension of the information and be ability to apply the knowledge in the future. This chapter also makes numerous references to the need for teachers to use technology in their classrooms and that teachers will need to understand and teach students how to use technology. The books definition as reiterated in class was that Technology is: any device or systematic technique that improves the quality of life.
Further in-depth in this chapter we get into the discussion of such organizations as NETS-T. As described this and other organizations put standards and restrictions requiring teachers to uphold a certain understanding of computer based programs that may be incorporated into the classroom. From my experience I see a contradiction within the use of the word technology by definition as it is used pertaining to the regulatory approach of such organizations. This does not improve the standard of living for students or teachers. I do feel that teachers should have a strong knowledge of teaching practices but to impose regulation. Increase the cost of public school systems to pay for these organizations to impose their regulations. Put the money back into the schools that we can teach more efficiently. Instead of stripping the budget to create unnecessary jobs that intern create more jobs to find out why the schools are not teaching to standard.
I also object to the idea of taking class time away from the subject to teach a student about PowerPoint. Teachers should be willing to offer assistance for minor questions. A math teacher is there to teach Math and a computer skills teacher is to teach such classes as PowerPoint. That is why schools have full classes dedicated to teaching PowerPoint. Teachers should have a great understanding of multiple intelligences and that different students learn at different rates and by different means. Turning on a youtube video and having a PowerPoint may aid in a presentation to address some of these need of the students but fall far short of being a means of teaching.
What am I as a teacher suppose to get from a book that is filled with generalized statements, poor grammar, run-on sentences, and constant references to regulatory restrictions with no insight into how to apply techniques to improve the lives and education of my students?
Further in-depth in this chapter we get into the discussion of such organizations as NETS-T. As described this and other organizations put standards and restrictions requiring teachers to uphold a certain understanding of computer based programs that may be incorporated into the classroom. From my experience I see a contradiction within the use of the word technology by definition as it is used pertaining to the regulatory approach of such organizations. This does not improve the standard of living for students or teachers. I do feel that teachers should have a strong knowledge of teaching practices but to impose regulation. Increase the cost of public school systems to pay for these organizations to impose their regulations. Put the money back into the schools that we can teach more efficiently. Instead of stripping the budget to create unnecessary jobs that intern create more jobs to find out why the schools are not teaching to standard.
I also object to the idea of taking class time away from the subject to teach a student about PowerPoint. Teachers should be willing to offer assistance for minor questions. A math teacher is there to teach Math and a computer skills teacher is to teach such classes as PowerPoint. That is why schools have full classes dedicated to teaching PowerPoint. Teachers should have a great understanding of multiple intelligences and that different students learn at different rates and by different means. Turning on a youtube video and having a PowerPoint may aid in a presentation to address some of these need of the students but fall far short of being a means of teaching.
What am I as a teacher suppose to get from a book that is filled with generalized statements, poor grammar, run-on sentences, and constant references to regulatory restrictions with no insight into how to apply techniques to improve the lives and education of my students?
Thursday, January 28, 2010
EDCI 320 ch1
Chapter one learning objective: Detail the knowledge a teacher needs to guide learning with and about technology.
Technologies have found their way into the class room of the twenty first century. It has become a requirement for teachers to not only know the subject matter, but teachers must also know: the language, practical application, how to use, and how to instruct how to use the technologies present in the classroom.
How much of the class should be focused on the technology and how much should be focused on content?
Technologies have found their way into the class room of the twenty first century. It has become a requirement for teachers to not only know the subject matter, but teachers must also know: the language, practical application, how to use, and how to instruct how to use the technologies present in the classroom.
How much of the class should be focused on the technology and how much should be focused on content?
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