Final Course Reflection: Yin-Yang

This class has been a mixed bag for me. As an artist, I found that a ying-yang symbols epitomized my feeling about the class.

On one side, I felt that the content of the class was incredibly worthwhile and relevant. Using technology in your class will soon become an unavoidable current running through education. Teachers who are versed in technology will have an easier time reaching students who are 'digital natives'. All the various tools we were exposed to (Web 2.0, Skype, Blogging, etc.) are incredibly valuable and worthwhile to have in the classroom. Google reader, gmail, google docs, and social bookmarking all make our jobs as teachers who use technology easier and more efficient. Students will also benefit from using this technology, as the 'real world' workplace is all rife with it. I have already put some of these digital devices and web 2.0 into my classes and have plans to add more in the future.

Now for the other side. I really miss the human connection involved with classroom teaching. With two  skype call as the only real human connections in the class, I really felt 'out of touch' with my classmates and with some of the cotent as well. I longed to sit and chat with someone about the content. Writing a blog comment really is quite pale, ineffective, and a weak substitute for sitting in a classroom listening, watching, reflecting and doing. For me, the real learning only took place when I was creating the podcast and the final project. During these times, I was 'teaching' either myself or someone else. Teaching, as we know from a variety of research, is the best way to learn. Both of these technologies I will keep doing as I teach art and hopefully technology some day in the future.

As this was my first 100% online class, I am in new territory. As a learner, I found it difficult to stay motivated when I knew there was no 'class' to go to. In addition, I am not really sure what my grade will be. Is completing the assignment enough to get the grade? Does the quality matter? Does the content matter? How do these get included in the grade? Am I reading too far into things? Is there a rubric for blog posts and comments?

I really did value the class and the content in it. I did have a hard time with the lack of human connection which unfortunately is inherent in a 100% online class. This is where the balance of the yin-yang comes into play. The content far outweighed what I found to be difficult and challenging.

Yours,
Aaron

Week 11: PLN

Have I created a personal learning network (PLN)?

Yes I have! It was fun to visualize my PLN. A big chunk of it is school related. That is why they are grouped together. Everything has only 1 thing in common. Me!

Here it is!

FInal Project Reflection

My final project is to begin a series of professional development opportunities for my team, and eventually the full staff.

The subject of the professional development is the use of our schools Sharepoint Page . Our sharepoint software was recently upgraded, allowing teachers to create student sharepoint pages. These pages are virtually identical to wikipages. The main difference is the security involved. Students and teachers have access via the school website and from home with their network username and password. Teachers also set up permissions based upon how they want students to be able to edit content on the page. We are concurrently using Edline, which is extremely limiting in how in can be used by teachers. You are forced to use their format and page designs. Sharepoint allows the user to have multiple pages, dropboxes for students work, video, links, discussion boards, blogs, and wikis. I hope it becomes an invaluable tool in learning in the Gilford School District.

I met with our technology director and her technology assistant for 4 hours over a period of three weeks. They trained me in how to create the sharepoint pages. I worked on three of my classes before feeling confident enough to train the rest of my team.

We met for a 45 minute sessions and I taught the basics of the pages. We had myself, the computer teacher, one of our music teachers, two PE teachers, our modern language teacher, and drama teacher,  I asked everyone to create a greeting, change the picture, and set up a discussion (real or simulated) for their students. I also covered many of the basic features of the pages. One of the PE teachers has already been using his Health sharepoint page for posting video content, hosting discussions, and had students write responses and put into the dropbox. he was my 'model student' whom I was able to use as an example of what is possible for the pages.

I feel that the session went very well and have included course evaluations fro the participants. The computer teacher and I are now planning professional development for all the grade level teams for the fall. This session will become the model for how the sharepoint will be used by teachers in our middle school. After initial training, we hope to then develop weekly or monthly drop in sessions on specific topics pertaining to further developing the sharepoint site.

Session Objectives:

Participants will be introduced to the sharepoint page. Students will demonstrate their knowledge by creating an introduction, changing the picture, and posting a discussion topic for students.

Student SharePoint Page (SSP)

Topics covered:

• What is the SSP?
• Who has access?
• Setting up your page
• Navigate up
• Edit tab
• Format text
• Insert
• Page tab
• Clicking and Dragging
• Adding documents
• Adding discussion items
• Adding a page
• Discussions
•  Drop off library
• Blogs
• Wiki
• Calendar
• Homework
• Adding video
• Tags
• Site Actions
• Managing Permissions
• 
  

Questions:

KWL

Know

Technology is a powerful tool for learning

Web 2.0 os user driven, with content being added and edited by the users

Some teachers use technology, and some are scared of it!

There is a lot of free content on the web, some good, some useless

Most programs are now on the web, as opposed to installed on a pc

Adobe CS, word, excel, etc. All Apple products

How to integrate art, which should give me some skills in integrating technology

Kids are more tech savvy than we are

There are limitless possibilities for integrating technology

We need to move fast, or we will be left behind

Teaching of technology should never be taught in a bubble, it should be integrated with the other subjects.

An international perspective

Want to Know

1. More tools for integrating

2. Examples of integrated projects on all levels

3. How to access technology content that is at the forefront and resources for finding them

4. What other teachers are doing now

5. ISTE Standards

6. Eventually how to run a network

7. How to work with tech directors who are not willing to be flexible with how technology is used for learning

8. How to get more free stuff

9. What else it will take to get tech cert.

Learned (these answers coordinate with the Want to Learn items)

1. This is surly true

2. I got a few of these from the videos, none from reading the text, and a few from the blog postings. This is what I was really hoping to get more of. Without 'real' class interaction, I found it difficult to pick up ideas without face to face interaction.

3. This is surely true! Using Web 2.0 tools is the best resource for finding content that is interactive, powerful, and meaningful.

4. I did get some if this from the blog postings and from the Skype call with Jeff.

5. Not really

6. Nope

7. I did get some ideas of how to deal with this subject. I found my creativity and personal style is what did this, rather than knowledge from the course.

8. Yup! Mostly from research on the internet.

9. From PSU website and meeting (this summer) with Ethel Gaides.

Last Week: Inclusion

Of course this is the right idea!
This has been done before--the boy in the plastic bubble starring john travolta
Great for long distance learning or for students who wanted a more diverse or challenging curriculum
THe human factor is very important
teach to every student

The video from Arisley School is a great example of how to use technology to teach 'hard to reach' students and its effect on those students, classmates, and teachers.

Mr. Crosby is definitely the kind of teacher that I want for my own kids. He is also the teacher that you want to work with. He is innovative (the previous video that we watched) and passionate (shown in this video). He is, I imagine a bit of a hustler who knows what he wants and figures out how to get it (grant writing and sponsor finding. Luckily, he does this for the students benefit!

Celeste is a great example of a hard to reach student. Because of her disease and treatments, it is not viable for her to go to a mainstream classroom as the risk of infection is too high. Other examples include but are not limited to: ADHD, Autism spectrum disorders, ESL, low income students (failure to thrive, etc), LD students, gifted and talented students, kids who are hungry, kids who are tired, unmotivated learners, and... wait a minute. That pretty much describes all the students! That must mean that...

Yes, teaching with technology is beneficial to all students! So, if all students learn better and more effectively with the use of technology, shouldn't all students have equal access to said technology? Then we should buy a computer for all students and we should teach all teachers to teach with the technology. Professional development should be a big part of whatever technology comes down the pipe.

We should not let Mr. Crosby be the 'special one'. He should be the norm! We should all be allowed to teach like he does! Educate us all and we will do it right! Hire teachers who are versed in technology and Web 2.0. Keep them up to date with technology. Utilize a system administrator who is interested in learning rather than how much everything costs and how to plug them in.

There need to be a fundamental shift in not only how we teach, but in how we are led, how we are supported, and how to raise awareness so that all students, even little Celeste sitting at home are allowed to learn to their potential.

Yours,
Aaron

Webinar Reflection

I recently took part in a webinar with the Carnegie Museum of Art.
Below are my notes of the activities and information from that event.

Webinar

Carnegie Museum of Art

Website Introduction

Introduction to Carnegie Museum intro

ED Programs

·      Kids and families

·      Casual Visitors

·      Lectures and events

·      Adult groups tours and classes

·      Schools and teachers

o   Gallery tours (60-90 min)

o   Independent viewing (30 min)

o   Gallery and studio workshops (2 hrs)

§  Art viewing and studio activity

o   Teacher professional development

Activities:

1. Draw the flag

            Looking closely and observing

            Cartoon flag vs. realistic flag

            Do the students jump to conclusion?

            Slow down and look

            Back up with observation and narratives

2. Look at a work of art

observation

·      Farm scene

·      3 people I male 2 female

·      farm house

·      farm horse

·      people are disconnected

·      chatted with others about the picture

Interpretation of artwork-what does it mean?

3. Writing prompts

Choose one of the drawers and write a few sentences about it…

·      Which drawer? Bottom drawer with double pull

·      Whose is it? - me: belonged to an eccentric old woman

·      Where is it from? – somewhere in New York

·      Where was the drawer? In the bedroom of the old woman, she lost her husband and puts things of his in the drawer. It is the bottom drawer because his death is the new base for her life.

How do you interpret this piece?

The Artist Statement

·      I take a collection of plain and ordinary items and reassemble them to create something extraordinary. I like working with drawers, kitchen items, antiques, etc.

·       

Poll Questions

Is this something that you would expect from a museum? Yes! Great activity to bring in writing and observation into the classroom

How would you go about planning a trip to the museum? Connect with the education director to find out what is offered, dates, length, and topic. Most of the information is on the website. 10:1 ratio of kids to adults.

Feedback on the webinar.

I thought this was a great webinar. I wanted to choose something that was art related that I could use in my classroom. It had three activities that are listed above. We also were introduced to the education staff, their programs, and what is contained on their website.

I definitely see the value of attending webinars, especially when you are able to contribute as it is happening.

Yours,

Aaron

Chapter 8-Systemic Issues

I was struck by two significant issues in Chapter 8.

First was the use of technology for ESL students. Growing up in a family with second language learners (3 Vietnamese teenagers) we spent most of our time teaching language through conversation. We relied on repetition, explanation, and creativity to get the point across until their language became proficient enough for them to hold their own. If blogging existed at that time, I think it would have been very beneficial in allowing them to get lots of practice time to continue to develop their written language skills and reading. The authors agree with this point in Chapter 8. I also saw evidence of this when I was teaching overseas. Using computers for communication 'levelled' the laying so to speak. You could email someone and they would have no idea who were first and/or second language speakers. If you check International School Bangkok's blog site, you can see more evidence of how ESL students use technology to improve and sustain their language learning.

Second was the use of technology by special needs students. Their is a mountain of evidence pf this at my school. I work very closely with two non verbal students. They both use technology devices to communicate with teachers. One of them (7th grade) recently replace his Dynavox device with an iPad. The iPad gives him much more flexibility as not only can he use use it to communicate with pictures and words, but he can also get onto the internet, use math games, and access countless other apps. The other student (5th) hopes to retire her Dynavox and pick up an iPad instead. She still uses sign language, but would benefit from the higher flexibility that the iPad offers.

Yours,
Aaron