I was very taken with many points of Michael Wesch's video.
One in particular rang quite true to me. In the video, Wesch states "we have to discuss, challenge, critique, share, create meaningful connections, and create significance."
Isn't this what learning is all about? Brain-based learning supports many of these qualities of learners. Finding relevance, attaching new information to old information, and creating connections are all attributes of effective learning.
This can be done in any classroom with any subject. In my art room, I go by the mantra "Look, think, make, learn." This is naturally parallel to what Wesch is saying.
Wesch, though, is relating this learning procedure to the use of technology and to using information.
Because information is all around us (the internet) We need to move from an information acquisition education to a information use education. Wesch's idea of discussing (what is the information), challenging (why is it important), critiquing (what is the value), sharing (let others look at it), creating meaningful connections (oh, I see why this is important), and creating significance (this is important to me because) is a great model of learning in the technology and information age.
Teachers should use this model as an effective learning tool in their classrooms whether they use technology or not! (We hope they are using it!).
Yours,
Aaron
Monday, March 21, 2011
Week 3: Scott McLeod's 10 Things...Dissected and Developed
Wow, I was amazed when I read Scott McLeod's article from the Huffington Post poste d on November 26, 2010.
It is like reading a manuscript of what is wrong with my and many other schools and their use of technology. Lets take a more dissected look at his 10 points.
If we were really serious about educational technology, we would... [Here are 10 to get you started.]
- Show students how to edit their privacy settings and use groups in Facebook instead of banning online social networks because they're "dangerous" and/or "frivolous";
This is a great idea! Our students spend hours on Facebook, Twitter and other social networking sites. Shouldn't we as educators treat this technology as a teachable moment? Do we even know if parents are educating their kids on the possible problems with privacy settings? How about schools poll parents (survey monkey would be a great resource) on what they know and if and how they educate their children on internet safety? Even further, ask them about web caming, sexting, skyping and chat roulette. Shouldn't we, as 'educators' in the know treat the internet as a teachable tool?
- Teach students to understand and contribute to the online information commons rather than just saying noto Wikipedia;
Another great point! At home, students use wikipedia all the time. I have heard students say "I will just do the project at home because nothing is blocked from my access." Wikipedia should be taught as a valuable tool for Web 2.0. Many schools (mine included) completely block access for all (including teachers). What student would not beam with pride at contributing (other than Youtube of course) to the digital landscape.
- Put a robust digital learning device into every student's hands (or let them bring and use their own) instead of pretending that we live in a pencil, notebook paper, and ring binder world;
Our school of 400 kids has two computer labs of 24 computers, 1 with 6, and the library has 22 (total of 76, I am excluding teacher computers). That means that 19% of students have access to a computer at once. If I could poll the students, I would estimate that well over 70% have access to the internet through their smart phones, ipods, or another device. Furthermore, I would estimate that nearly 100% have a computer (or gaming system) at home that has internet access. Why do we limit the technology that the students use everywhere but at school. Does learning at school require us to drop everything at the door and learn with paper and pencil? Universities and private schools are already using these technologies, why can't we use them?
- Integrate digital learning and teaching tools into subject-specific pre-service methods courses rather than marginalizing instructional technology as a separate course;
No-brainer! As an art teacher, I have been using integration since my first day teaching. The technology teacher of today should be training faculty as well as children. They should have access to up-to-date web 2.0 technology and help guide teachers, admin, parents, students, and the community on how to use Web 2.0 to advance learning at school and at home.
- Understand the true risk of students encountering online predators and make policy accordinglyinstead of succumbing to scare tactics by the media, politicians, law enforcement, computer security vendors, and others;
Agreed! Have students learn what really can happen through the use of the local police, state police, and possible even federal resources.
- Find out the exact percentage of our schools' families that don't have broadband Internet access at home rather than treating the amorphous 'digital divide' as a reason not to assign any homework that involves use of the Internet;
As above, this could happen through a survey of students and parents. At our school, there is a homework club after school where students have access to the internet, as well as free internet access at the Gilford Public Library.
- Treat seriously and own personallythe task of becoming proficient with the digital tools that are transforming everything instead of nonchalantly chuckling about how little we as educators know about computers;
What we do not teach the kids or allow them access to at school they will learn on their own. A day could soon arrive where students start to feel that school is irrelevant because the school does not allow or educate them of the full possibility of the Web 2.0. It is already happening as students who are home schooled or in college take a number of online courses (such as this one!).
- Recognize the power and potential (and limitations) of online learning rather than blithely assuming that it can't be as good as face-to-face instruction;
It is recognized, but not by enough forward thinking educators and administrators. I hope as our new Superintendent starts next year, he will see the value of allowing greater access to educators and students, and stop ignoring the educational technology elephant in the room. Face to face still has its place in education and always will. But couldn't this face to face happen over the internet? Blogging and skyping can easily become tools to educators and students.
- Tap into and utilize the technological interest and knowledge of students instead of pretending that they have nothing to contribute;
Yes, allow them access and teach them to contribute and they will not only learn, but could then start to teach each other and others all over the world through the internet.
- Better educate and train school administrators rather than continuing to turn out new leaders that know virtually nothing about creating, facilitating, and/or sustaining 21st century learning environments;
Bravo! Teach the administrators how to allow teachers to do their jobs by teaching using the internet! What a brilliant idea!
Yours,
Aaron
Excerpted from:
Scott McLeod
Associate Professor & Director,
CASTLE, Iowa State University
Posted: November 26, 2010 02:17 PM
Sunday, March 13, 2011
The other "C" word... Collaboration-Reading Reflection Week 2
After reading the first chapter of Web 2.0 New tools, New Schools, I was consumed by a number of thoughts. The foremost in my mind was collaboration.
In my experience, even though collaborative work is the norm for adults in the working world, for students it is a mixed bag. You can have success with learning and cooperation, or you get the group where the one motivated kid takes over while the rest do nothing. In the working world, there are devices in place (the boss, $, etc.), but for kids the devices are not as effective (grades, teacher and parent contact, etc.).
Could using technology be a way to 'level the playing field' when it comes to cooperative learning? In the text, the author notes that "Using collaboration and communication tools with educational methods that also promotes these skills-such as project based learning--will help students acquire the abilities they need for the future." (New Tools, New Schools pg. 45 {iBook}).
I have seen some great examples of cooperative student learning in one of our middle school technology classes. The students create a commercial for an item of their choice. The group then researches the item, gathering resources. They create a list of ideas that they work from (images, sounds clips, video excerpts, etc). Each group then splits up their list, then gathers the resources. After demonstration and practice using Flash, the groups embarks upon their misson to create a commercial. Flash is also taught at the high school on a more advanced level. This middle school project is a great way for students to work together and achieve success using technology.
As a potential technology teacher, I hope that observing effective cooperative learning activities helps me to develop lessons, units, and other curriculum that uses technology.
Yours,
Aaron
In my experience, even though collaborative work is the norm for adults in the working world, for students it is a mixed bag. You can have success with learning and cooperation, or you get the group where the one motivated kid takes over while the rest do nothing. In the working world, there are devices in place (the boss, $, etc.), but for kids the devices are not as effective (grades, teacher and parent contact, etc.).
Could using technology be a way to 'level the playing field' when it comes to cooperative learning? In the text, the author notes that "Using collaboration and communication tools with educational methods that also promotes these skills-such as project based learning--will help students acquire the abilities they need for the future." (New Tools, New Schools pg. 45 {iBook}).
I have seen some great examples of cooperative student learning in one of our middle school technology classes. The students create a commercial for an item of their choice. The group then researches the item, gathering resources. They create a list of ideas that they work from (images, sounds clips, video excerpts, etc). Each group then splits up their list, then gathers the resources. After demonstration and practice using Flash, the groups embarks upon their misson to create a commercial. Flash is also taught at the high school on a more advanced level. This middle school project is a great way for students to work together and achieve success using technology.
As a potential technology teacher, I hope that observing effective cooperative learning activities helps me to develop lessons, units, and other curriculum that uses technology.
Yours,
Aaron
Monday, March 7, 2011
To Google Images, or not to Google Images...
Well, here goes an ArtRant!!!
As an art teacher, I love to watch the creative process in my students as they make their artwork. To see the gears turning as I challenge them to push beyond the easy and obvious make my day. The double edged sword of easy to access technology is that there is less emphasis on creating and more emphasis on 'just tell me what information I need and how to do it'. I challenge the students by being vague on purpose when asked a direct question.
Example:
Student: Mr. Witham, how do I draw zebra pattern?
Me: Well, what does a zebra look like?
Student: Well, they have stripes.
Me: What color are the stripes?
Student: Black and white.
(I know what you are thinking, but the debate over B&W over W&B is for another day)
Me: Good, straight or curvy?
Student: Mr. Witham, can I just go on Google Images and download one?
Uh-oh!
This is where I have the good art teacher on one shoulder, and the bad art teacher on the other. Imagine a cute little fella in a white smock with a clean paintbrush in his hand, little round glasses. Conversely, a scrubby looking dude, half shaven with a red smock and paint on his face. The brush is dripping colors down his shirt sleeves and onto his arm and the floor (don't tell the custodian please!)
Good: You should really make that student image the zebra frolicking through the savannah! What do they see, hear, or feel? What does the zebra want? Why does he run? Why does he have stripes?
Bad: Well kid, go get your google image of a zebra and get to work!
This is my dilemma.
Is allowing the kid get the images off of Google letting them off easy? Isn't it the same as trudging up to the library and spending hours looking through the stack for just the right picture? Am I as a teacher allowed to let the students use whatever source material they want to use an inspiration for their artwork?
Don't I as an artist and appreciator of art use the internet to look at, evaluate, research, and enjoy art?
Of course I do!!!
Here is the key... I do let the kid get the picture off of Google Images. I then process with them and ask them questions.
What are you going to do with this image?
How will you change it to make it your own?
Will you change the colors?
Will you change the perspective?
Can you change the where or when?
Can you adapt it to what you need?
Is it appropriate for the assignment?
Does it fill the lesson objectives?
Do you think it will work?
Is it more creative to look up ideas then change or develop them into something else? Or is more creative to sit for hours wracking your brains for the moment of inspiration?
I believe that we need to allow students full use of the internet to gather resources that they will use to create their writings, drawings, comics, videos, music, etc. Teach them to use these resources to create new and exciting ideas!!! "Real" artists, writers, designers, etc. do this everyday! At my school there are far too strict rules for student and teacher use of the internet. They should be allowed to use a search engine of their choice, not the only one they are allowed to use on the school's website. They are filtered to the best of the tech people's ability. I have heard many students say to their teachers "I will just the project at home so I can use Google. No wonder kids often feel that school is a waste of time!
Yours,
Aaron Witham
ArtRant
As an art teacher, I love to watch the creative process in my students as they make their artwork. To see the gears turning as I challenge them to push beyond the easy and obvious make my day. The double edged sword of easy to access technology is that there is less emphasis on creating and more emphasis on 'just tell me what information I need and how to do it'. I challenge the students by being vague on purpose when asked a direct question.
Example:
Student: Mr. Witham, how do I draw zebra pattern?
Me: Well, what does a zebra look like?
Student: Well, they have stripes.
Me: What color are the stripes?
Student: Black and white.
(I know what you are thinking, but the debate over B&W over W&B is for another day)
Me: Good, straight or curvy?
Student: Mr. Witham, can I just go on Google Images and download one?
Uh-oh!
This is where I have the good art teacher on one shoulder, and the bad art teacher on the other. Imagine a cute little fella in a white smock with a clean paintbrush in his hand, little round glasses. Conversely, a scrubby looking dude, half shaven with a red smock and paint on his face. The brush is dripping colors down his shirt sleeves and onto his arm and the floor (don't tell the custodian please!)
Good: You should really make that student image the zebra frolicking through the savannah! What do they see, hear, or feel? What does the zebra want? Why does he run? Why does he have stripes?
Bad: Well kid, go get your google image of a zebra and get to work!
This is my dilemma.
Is allowing the kid get the images off of Google letting them off easy? Isn't it the same as trudging up to the library and spending hours looking through the stack for just the right picture? Am I as a teacher allowed to let the students use whatever source material they want to use an inspiration for their artwork?
Don't I as an artist and appreciator of art use the internet to look at, evaluate, research, and enjoy art?
Of course I do!!!
Here is the key... I do let the kid get the picture off of Google Images. I then process with them and ask them questions.
What are you going to do with this image?
How will you change it to make it your own?
Will you change the colors?
Will you change the perspective?
Can you change the where or when?
Can you adapt it to what you need?
Is it appropriate for the assignment?
Does it fill the lesson objectives?
Do you think it will work?
Is it more creative to look up ideas then change or develop them into something else? Or is more creative to sit for hours wracking your brains for the moment of inspiration?
Soapbox time!
I believe that we need to allow students full use of the internet to gather resources that they will use to create their writings, drawings, comics, videos, music, etc. Teach them to use these resources to create new and exciting ideas!!! "Real" artists, writers, designers, etc. do this everyday! At my school there are far too strict rules for student and teacher use of the internet. They should be allowed to use a search engine of their choice, not the only one they are allowed to use on the school's website. They are filtered to the best of the tech people's ability. I have heard many students say to their teachers "I will just the project at home so I can use Google. No wonder kids often feel that school is a waste of time!
Yours,
Aaron Witham
ArtRant
Friday, March 4, 2011
First Blog ever!
I am creating a blog as part of my class Teaching in a Networked Classroom at Plymouth State University. I have begun work to be certified in Technology and Computer Education.
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