Final Project

Before beginning, I had to search for a new lesson plan similar to that of the ones I used in ELL/Inclusion. Unfortunately, I was not able to use one directly from those classes, as I had taken them during a previous semester. After searching, I stumbled upon this lesson about Kandinsky, which focuses on the elements and design principles of art, which can be seen here. I believe this would be a suitable lesson, as there are appropriate NJCCCS Standards and also portions which line up with standards from the NETS-S.

 I began by figuring out the main goal of the lesson and then worked off of the “4 Steps to Standards Integration”. Based on the lesson, what is my curriculum goal? With a general knowledge of the standards, I was able to conclude that my main goal was to increase students’ understanding of the elements of art, and to do this, they would look at famous works of art, such as Kandinsky, and be able to apply what they’ve learned through these examples to create their own, original work of art. Technology would help not only aid them in the process of understanding what the elements were, but also transforms the lesson—rather than using just older ways of creating art, like the Masters used, (painting, etc.), students would use technology for a more modern take on art. Rather than being forced into the lesson, the technology plays a vital role in helping the students achieve the standards.

 After writing the curriculum goal, I looked back at the technology inventory I had created with my group. This was simply a refresher for me, as I didn’t want to write down the standards and teaching strategies without the appropriate technology, as we couldn’t add more than what already exists in our group list. I found that to be the most challenging aspect of this final project. After a general understanding of what I could use, I began the Standards section of the lesson. I broke down the lesson into sections, such as “analyze”, “evaluate”, and “produce”. Then I went through the list of standards suitable for grade level 2, and was able to fit them into the correct categories. For example, the “Produce” section would incorporate the NJCCCS standard labeled “performance”, and the “communicate” section incorporates the standard section labeled “critique methodologies & aesthetic responses”. After this portion was done, I went back over the list and began to identify the correct NETS-S for each category.

 For the strategies section, I began by making a list of various strategies mentioned in past readings, in Domine’s 4 Steps to Standards Integration, and the examples given in our “Final Project” description. Once this list was compiled, I re-read the standards I had chosen in column 1 and found appropriate teaching strategies based on what I visualized the class doing. For example, I believe that it’s a good idea to start a lesson off with lecture, some Q+A, and small group work. I found these to be appropriate for the first standard or two. I did this same process working my way down the standard list: What would be most effective for the students now? How do I make sure I use enough teaching strategies to “get through” to each student and their specific way of learning? The lesson begins with group work, both teacher and student oriented, then becomes more student oriented and individual, and back to more group work with varied student/teaching oriented activities. It is important to have a variety.

 Last, I went back to the technology tools listed in the group list. The way my group broke up the tools into sections, such as “instructional”, etc. really helped me figure out what they would be suitable for. I worked backwards as much as possible—I tried to figure out if the technologies listed would go with the strategies, and then most importantly, that these two ideas would help the student achieve the standard. I did this for each row. I also tried to vary the instructional tools as much as possible, so that not each teaching strategy would use the same tool as the activity before it.

 I found Vanessa Domine’s article to be extremely helpful in the process, and it was numbered and provided vital information and the steps towards making this project successful. Without this article, I would have been more lost in the process in creating my own spreadsheet, even though we’ve created a similar one for a previous assignment. This project took a lot of preparation and deep thought in order for everything to align.

Last Personal Post

It's a shame that I was not able to post much more on this website. I found this semester to be extremely challenging for me in regards to managing my time. Overall, I really enjoy blogging and getting my thoughts down through here. It makes me feel as those I have made my thoughts more tangible and more permanent than just letting them eventually fizzle out somewhere in my mind or memory.

I think it's extremely beneficial in this process towards becoming a teacher to document your feelings, concerns, new ideas, and beliefs. I would like to continue this process and post more next semester during my fieldwork, possibly update some of my older posts with things that have worked for me in regards to technology in the classroom, etc. I feel more comfortable exploring new technologies even just by writing about them here, whether I've picked them up yet or not. Just knowing that I am willing to explore is a great feeling and knowing that I am willing to go out of my comfort zone.

This is a small reflection on this class, how I felt originally and where I am at now...

I started off with this class wondering just what "technology" really meant. The first assignment asked us to list the technologies we used mostly in our everyday lives. I can admit that I could only think of very few "technologies" at all. These included my cell phone, my ipod, and my computer. But this small list has gradually expanded and has given me the opportunity to explore what technology means, and what can be effective in the classroom and what cannot. I enjoyed learning about the history of technology through the videos provided-- I think having us answer questions based on the video had me really pay attention to them and comprehend them more than if we were just given the option to watch them.

I have come to realize that "technology" does not just mean where we are at now. At one time, a pen was a new technology. The projectors with the individual slides was a technology. It also means new products in the future, such as the Google Goggles I mentioned in a previous post. I am at the point where I realize that as a teacher, you must not force technology into your classroom, but be able to use it as an aid in your lessons. Rather than force, it should be infused to make your lesson even BETTER than it would be otherwise. By doing so, you can transform the way students learn subject matter and perhaps make it more relevant to them, as their lives are centered very highly around technology (this goes back to the idea of digital immigrants vs. natives). Teachers must be willing to adapt themselves, to make themselves vulnerable in order to make their lessons more effective-- even if that means having students know more about the technology than you do (they can always teach you things too!)

Though this is my last "mandatory" post for a grade, I'd like to continue personally for my own benefit with this blog, as I continue my own journey to becoming a knowledgeable and experienced teacher.

Additional Information on my Response to Ariel's "Google" Post

Ariel had written a great post about "the power of Google". I LOVE Google-- I think it's free applications including Google Docs, Spreadsheets, Google Sites, etc. is extremely beneficial and that we are all fortunate to be able to utilize these applications for free! There are tons of things to explore on Google and I learn something new everyday, whether it's using the search engine or exploring their many apps.

As I commented on Ariel's Google post, one of my favorite things about Google is that a user can upload an image they have and then Google will give them information on the picture they uploaded. I love that you can research this way instead of typing in words. For instance, if I was teaching a class and didn't provide the name of the artist, perhaps the date is was created, I could drag this image right into Google and it would provide the information for me! I screenshot an example below.

Once you go to "images" in google, there will be a small camera icon near the right hand side of the search bar. Once you click on that, this box pops up (above). There, you can upload an image such as this:

If this was on one a Powerpoint about Impressionists and then a student asked me who created it and I was unsure, I could just upload it to Google and it would bring me directly here:

Ta-da! Mary Cassatt painting this, and she was an American painter and printmaker.

 A great project idea based on this search tool:

Give students a specific piece of art and have them infer what art movement it is from, the time period, the artist, etc. By just looking solely at the image, they will have to come up with their own conclusions and use their own prior knowledge. They will have to think critically about what is in front of them. Then, instead of giving them the answers themselves, have them plug it into the Google Images search to see what one of their conclusions were right. You could base a project loosely on this idea.  To my fellow students, how could you use this in your own content area?

Graffiti: A Digital Identity

I've just discovered a great website called teachingchannel as I was researching about formative assessment strategies. I began looking at more of the videos that might pertain more to this class, but was surprised that a lot of the lesson ideas do not integrate much technology into the lesson. One that I did find which incorporated technology is called, "Graffiti: A Digital Identity", posted below.

Throughout the video, the camera pans through the classroom and many technological tools can be seen: mac computers, a white board, notebooks, etc. The teacher begins by having the students plan out their graffiti tags (their names), on a piece of paper. The creative process includes researching other examples of graffiti which was done through the Internet. I enjoyed seeing that the teacher utilized both old (notebook) ways of planning with newer ways, such as the computer. 

The "Going Digital" section featured the process of "taking something from their sketchbook, onto the computer and designing in a way they're able to translate something that's done by hand into something that is digital." He continues on to say, "Personally, as a teacher, one of the biggest challenges I've had is learning the software." He does a demo in the front of the room using his own personal computer which is then projected onto the wall behind him. "It's about looking at the software as an addition to the lesson, as a tool and not necessarily as 'we're going to sit down and learn a whole piece of software'."

A lot of the students interviewed seem very interested in what he is doing-- one stated that he didn't like art, but he's like the computer so he likes that class because it is both of the two combined. The class also has a website, it has all of the resources the students need and can be accessed at any time from home or school. Each unit has an overview and expectations, as well as student work and links to student sites. 

Overall, I was extremely impressed with this teacher and think he effectively uses technology in the classroom. I personally would love to work the same way he does in  an art classroom, including an online blog where all of the information for the class can be viewed. 

My Future Goals

I would like to list some future goals and some concerns of mine as I continue my studies in hopes to become a future art educator.  These are some personal goals or concerns relating to technology and some that are more general. I find these to be the current, main concerns that pop up into my head on occasion:

1.) I would really like to become more familiar with the iPad. This is the first technology I have felt semi "out of the loop" with, as I've only held one once while helping a student with her homework. Her assignment was to type up an essay she had written. I watched her do this and watched her struggle with the application similar to Microsoft Word. I wish I could have been more help than I was. I was able to help her change the settings of the application so that after more than two spaces, it didn't automatically put a "." for her, as I'm familiar with this setting on my iPhone. I'm generally pretty knowledgeable with Apple products, but I haven't had the time to explore an iPad and I feel that I should soon. My friend who is student teaching recently told me that each student in his class had just received one, and that made me feel uneasy that I am unfamiliar with them. I know that they can be an extremely beneficial tool, but am also unaware of its capabilities as of yet.

2.) I've been researching projectors for quite awhile now and they're expensive!! I've always been fond of old projectors with the slides (this is what is still used in my studio art classes), but I would love to have a projector that hooks up to my computer, and is user-friendly. I had the privilege to learn how to hook one up in my Visual Arts Workshop class and it wasn't too difficult. If a school was not able to provide one for me, I would love to have my own. Id prefer the use of a projector over a SmartBoard, as I think they are easier to use.

3.) I just have recently heard of "Google Glasses": click here to read about them
When I think of the future, this is exactly what I think of. These glasses are basically a computer right in front of your eyes. I can't even imagine what kind of effect this would have in schools! If these actually became popular, there'd be problems even getting students to engage with each other anymore or peeling their eyes away from the computer for a second. Like always, teachers would have to adapt their instructional plans.

A Shift in Perspective

Throughout this course, we have read many chapters and read about different ideas, but this one still stands out to me the most:

"The challenge lies in the differences between teachers and students. Today's students may be what Marc Prensky refers to as digital natives who have established relationships with technology since infancy and think and process information differently than their predecessors. In contrast, Prensky identifies their teachers as digital immigrants who may adopt the use of new technologies but frequently revert to past practices and skills that are foreign to their students. At the same time, while students may possess more advanced technological skills than their teachers, their abilities to critically reflect upon the technologies and their associated media texts are less established. As teachers become more fluent in their uses of technology, they are more able to focus on cultivating critical thinking and decision making among young people" (Rethinking Technology in Schools, 53). 

 I believe this sums up the whole purpose of this class quite well...

Though I believe to be technologically savvy, my concerns are that the things I am savvy in will become irrelevant by the time I am ready to teach in my own class. I grew up teaching myself about HTML and coding, then started using blogs like Livejournal and posting in online communities and forums. My interests evolved and changed overtime--Myspace was a big hit for me, as well as a website called Purevolume, where I would research new music artists. After that, I became interested in Facebook, but also about Flickr and Tumblr. Today, I enjoy exploring many applications such as Photoshop, Gimp, iMovie, podcasts, etc. I can only hope that I will keep embracing my own curiosity for technologies, and perhaps even know a thing or two that my students do not know about! My Visual Arts Workshop class has been extremely beneficial in helping me understand how to use these technologies I love so much for the betterment of my classroom. I use iMovie to create videos about artists and also how-to videos. I've created a podcast with a mock "interview" of an artist, and have even begun the process to starting my own website! (If you're interested in viewing, click here). I have also started the process to making a professional portfolio online which has lesson plans, and my videos  on there.

I don't believe that I am a "digital native", as I didn't grow up knowing about technology as young as students do today. I didn't receive a cell phone until sophomore year of high school! But I agree that it is important for teachers not to frequently revert to past practices. I have the ability to critically reflect on technologies and become more fluent in my use of them in the classroom. This class has been a great start in this process to understanding what is suitable and ways to go about making it happen in the future.

---

My Video on Jean-Michel Basquiat: Could be used if I was not in class that day, or is an example assignment of what my students could do rather than writing a biography of the artist:

NY Times Article: "For Young Latino Readers, an Image Is Missing"

link to article: http://www.nytimes.com/2012/12/05/education/young-latino-students-dont-see-themselves-in-books.html?adxnnl=1&ref=education&adxnnlx=1355261509-M3ZSeD6aLLZFpyYTfyEH8w

This article, titled, "For Young Latino Readers, an Image is Missing", by Motoko Rich, is an article I stumbled on while at work on December 4, 2012. Admittedly, upon first click I felt that I would not be interested in this piece, as I thought the title was pretty straight forward and summarized the entire article for me already. I could not have been more wrong.

As I continued reading, it hit me that this problem in schools could also transfer over to other technologies as well, such as videos, songs, etc. With "nearly a quarter of the nation's public school enrollment made up of Hispanic students" (Rich, 1), I have to be more in-tune with the books, illustrations, and videos I am using in my classroom. I can admit that I am naturally inclined to choose videos that I relate to personally and that this is a habit I will have to break as I continue on to become a teacher. I always stress how important it is to understand your students, but it is also important to be aware of what I am trying to teach them and how this information may or may not apply to them. Being white, I mean to be inclusive of all races, genders, and ethnicities so that all walks of life are fully represented, but am certain that this will take time for me.

"...those with human characters rather than talking animals or wizards — include the Junie B. Jones, Cam Jansen, Judy Moody, Stink and Big Nate series, all of which feature a white protagonist. An occasional African-American, Asian or Hispanic character may pop up in a supporting role, but these books depict a predominantly white, suburban milieu" (Rich, 2). Growing up, I remember books such as Junie B. Jones, and Jillian Jillian Jiggs. No books that I recall showed different locations or cultures. It is important for students to be able to connect to what they're reading, and sadly, I don't believe this is happening in a lot of schools currently after I read this article.

After reading, I began searching the Internet for videos that may be more relatable for these young students. One of my favorites is called "Get Ready for Gabi", a video done in "Spanglish" and can be viewed here:

Another is called "Captain Cheech", also shown below:

Not only are these good examples of books that could be used in the class, it's another way to introduce technology into the classroom!

Interactivity #5

The teacher I interviewed is a female art teacher who teaches at Lenape Valley Regional High School in Stanhope, New Jersey. She teaches all grade levels and several different courses, including photography and a class called "Art for the School & Beyond" which focuses on projects that give back to the community and school system. This teacher did not seem extremely knowledgeable with the NETS, stating that she had possibly heard about them through a grad course she had taken. Her initial reaction was a sense of familiarity, but was not able to pinpoint exactly where she may have learned about them and was not able to recall offhand what they were about.

She does not believe that her particular school or school district has begun to implement the NETS for students and stated solely that they are required to meet a computer requirement to graduate. When asked what resources should be used in order for the transition into NETS to go smoothly, she replied:
 “I would say both professional development and funding. Teachers need the training to help their students gain the knowledge and skill necessary to meet these standards. For teachers that teach courses that utilize technology such as myself, I do not think it would be very difficult to help students meet these standards.”

To increase students' proficiency and media literacy, students have a variety of computer related courses that they can choose from. There are four courses at Lenape that students can take to earn computer literacy credits- these include Digital Photography, Computer Design, Advanced Computer Design, and Communication and Graphics Design. There are also computer courses offered in business, music, etc. I had the privilege to observe this teacher’s classroom before and watched her use several technologies in her classroom for both her and her students including computers, digital cameras, SmartBoard, and a projector.

Personally, I was not surprised with the teacher’s responses. This teacher uses many technological tools in her classroom, and though maybe not familiar with the NETS, still follows some of its guidelines. I believe that many teachers are not familiar with the NETS. As a future educator, in order to speak to others within my school about the NET-S and NETS-T, I would like to become more familiar with them which will ultimately make me feel more comfortable discussing them with my colleagues. The NETS could be brought up through school meetings and lesson plans, or even more casually by simply asking teachers if they’re familiar with them.

Link to my spreadsheet:
https://docs.google.com/spreadsheet/ccc?key=0AngLn3bH0AEKdEg2UlpTcURQcE1qNWZSS0dYVEQ1SXc

Interactivity #4:

My Spreadsheet Link
URL: https://docs.google.com/spreadsheet/ccc?key=0AngLn3bH0AEKdEg2UlpTcURQcE1qNWZSS0dYVEQ1SXc


I chose this particular lesson plan because it was carefully planned out and professional. Additionally, I am a huge advocate of utilizing art history within the classroom rather than just art production. Understanding where art originated from and how it affects different cultures, people, etc. is extremely important. I thought that this lesson plan was not only an interesting topic, but challenging for students and uses a large variety of both teaching strategies and technologies. 

I did not find gaps in this lesson. There was an abundance of teaching strategies, which switches from teacher-oriented, to student-oriented, depending on the session. Out of five sessions, there are a variety of activities including venn diagrams, presentations, group-work, etc. I believe that the abundance of teaching strategies helps this lesson not have any gaps. Both the computer and the projector are sufficient for these teaching strategies, but I went ahead and added a couple more ideas including iPads and movies. It may be a good idea for this lesson to include more of a variety of technologies rather than just two.

This lesson could be done through textbooks, supplemental readings, and paper handouts. The curriculum standards could have all been completed this way. BUT, I believe in order for this lesson to be successful in a classroom today, more updated technology is essential. Since this lesson is over five sessions long, having only paper material may drag out the lesson and make it less interactive.  The creator of the lesson could have made up this lesson without the mentioned uses of technology, but they carefully chose the tools. They understand the importance of introducing several technology tools in the classroom instead of resorting to "older" and more familiar ways. 

Vershire, Vermont Meets Technology

NY Times Article: School Cut Off from Technology Faces its Intrusion

During my spare time, I enjoy reading the news including posts on Huffington Post and The New York Times. I like being in-tune with what's going on around the world (I would like my students to do the same). One of my favorite sections is the Education section. Today, while exploring the New York Times, I read an article called, "A School Distanced From Technology Faces Its Intrusion" (Link provided above). 

A Short Summary

In Vershire, Vermont, a simple life is valued higher than technology. There is little cell phone reception and its schools offer courses where students can learn about nature without technology like a GPS and cell phone. Though this town is known for it's older style, this fall the town will be introduced to high-speed Internet and better cellphone coverage. Currently, students use prepaid cards to make phonecalls and there's a limit to the bandwidth on the computers. 

My Reactions

I really found this article interesting. I find it hard to imagine living somewhere without technology playing a major role in life and in my education. The school and town of Vershire, Vermont is concerned that their students will become more like "us": constantly feeling the need to check our Facebook and social media sites, etc. To resolve this, the school will be making a policy where students must hand their cell phones over.  I am still contemplating whether I think this is a fair policy, but I do agree with the teachers' thoughts: "...their goal is not to encourage their students to live without technology, but to make them think more carefully about their use of it" (3). Though a town like Montclair, NJ is much different than Vershire, Vermont, we both want the same thing in regards to technology and schooling. Technology is useful within the classroom if it means using a computer for research, or using a white board or SmartBoard. But for students to be checking their cellphones or browsing the Internet, I personally believe it is not appropriate in the classroom.

Hurricane Sandy

My Personal Thoughts on this Experience 

& How it Relates to Being a Future Educator

Hurricane Sandy did not personally effect me very much. I was fortunate to have power the whole time and there was little damage to my home. With that being said, I feel empathy for those who were more effected and was (and still am) concerned about those around me. I have had time to reflect on this experience for awhile now, and can see how this disaster has effected my fellow students, teachers, etc.

Most of my assignments have been pushed back with new due dates. I see that this is one way teachers have handled the situation, and I agree that many of these assignments needed extra time. I began thinking about this on a more personal level. What would I do as a teacher? 

I believe I have taken a lot of my own experiences in school and that these experiences will shape me into the teacher I want to be. For example, some teachers failed to email or contact their students during Hurricane Sandy, even afterwards, and this really bothered me. Therefore, I know as a teacher, if I was in the same position, that I would try everything in my power to contact my students. I felt unsure as to what was really due, or if we had class, or if the assignment due the next week was actually due. I had many concerns that were not answered through technology--something we take for granted on a daily basis.

Communication is now based largely around technology. Whether it's through an email or text message, we rely on these technologies every day. Hurricane Sandy was therefore extremely rough for some people who are attached to these forms of communication. I can admit that I am one of them. The experience of Hurricane Sandy has helped me realize that when I am a teacher, I have to be sensitive to my students and their attachment or how they rely on technology as well. This includes being easily reachable, and open to the problems with technology (such as loss of power, loss of saved work, a crashed computer, 
etc).

I still wonder to myself why some of my teachers were not able to reach out before, during, or after the storm. It impacted my own personal learning because I was worrying. I felt as though I had no support. I do not want my own students to feel this way, whether it's because of a storm, or something else. As a teacher, I must remember that technology, though useful, can also cause problems. 

I have brainstormed some ideas to common technological problems I may experience in the classroom and some possible solutions:
1.) power outages: handwritten assignments and/or new due dates
2.) crashed computer: reinforce the idea to "save many times while you're writing" if they are working inside the classroom, be easy to contact through email or phone number so that students may contact me when it happens, extend due date to specific circumstances, assess the student in some other way (ex: orally) 
3.) No access to computer or the specific technology: find or create open computer lab hours, offer local library locations, time during class, groupwork/collaboration, or assess each individual students accessibility to the technology first-- if not enough students have the technology or way to use it, do not assign the specific project or tweak it.
4.) Students who are upset with the loss of their work: Be supportive, offer another option, be easy to reach, reach out first, be flexible  

Ipadagogy (Post 2 of 15)

In Chapter 3 of Rethinking Technology in Schools, there's a section on podcasting and ipodagogy. I've never heard of this term, though I have heard of podcasts before. I really enjoy listening to podcasts in my free time, whether I'm in the car or before going to sleep. I listen to NYC's Radiolab, and also a podcast called, The Moth. I'm usually not a fan of listening to audio without any visuals (such as books on tape, etc.). But these podcasts are intriguing and very informative. They make me think and I learn new information--information I may have never learned from a book or video.

It was only recently that I began to think about how beneficial this tool could be in a classroom. If I learned from this technology, I'm sure my students could too. In my Visual Arts Workshop class, one of the assignments was to create your own podcast. I worked with a partner and we created a segment about a blind photographer by the name of Sonia Soberats. The segment included a short biography of the artist and a mock interview with the artist herself. This could be an interesting idea for my students to do in the classroom as well.

From the reading, I learned that there are Podcast Networks specifically for education, which features podcasts from all over the world! Podcasts are a great idea and I can't wait to use them in my own classroom. Some ideas that come to mind:
1.) Creating my own podcasts for the students when I am absent (for the substitute to play)
2.) Having students listen to podcasts and draw or create a project based on the description they are listening to
3.) Have the students create their own podcast; artist bios, interviews, critiques, etc.
4.) Students researching podcasts themselves and finding ones pertaining to art
5.) As stated in the book, "lectures or homework assignments for students to download" (63, Rethinking Technology in Schools).

I also really like the idea of liberatory pedagogy and having students (and myself) share their podcasts online. The only concerns with this is making sure that it is done the right way. That is, I would be concerned about the safety of my students using the Internet, and making sure I follow the school's policies regarding student privacy and protection.

 Overall, I think podcasting is a tool I would like to utilize in my classroom. I began researching possible art podcasts that I could use in the classroom and have posted the links at the bottom of this page, as well as the podcasts I listen to on my own personal time.

I pose this question to my classmates: Would you consider using podcasts in your classroom? Why or why not? Do you know of any podcasts that would be beneficial to your specific content area?

The Moth Podcast
Radio Lab Podcast
This American Life Podcast
Art Podcasts:
MoMa Talks
National Gallery of Art-Notable Lectures

Group Activity Reflection

As a student, I have always found group-work to be especially challenging.  These challenges include: Trying to split the work up evenly, designating a task for each person, making sure no one slacks off, and finishing on time. For this interactivity, the group process was overall, authentic collaborative. We each researched our own information and then entered it into the table on Google Spreadsheets. Therefore, we were all doing our own work, but coming together by sharing one spreadsheet and helping each other with ideas.

For this project, though most of the activity was individual, we needed to communicate with one another through email and phone. Without collaborating in this way, our chart would not be as clear or uniform. This does not mean we did not encounter a few problems! Though the chart was pre-made for everyone, an idea to make it easier, some had problems entering their information into the table so that it looked uniform with the pre-made portions. We then had to adapt our strategy, and I aided them through the process of editing the spreadsheet. I believe in order for a project to be “authentically collaborative,” each group member must be adaptable, accountable, and responsible, as all of us were. 

Additional Writing (Thoughts from Activity 2, 1 out of 15)

1) After watching the video, I really wanted to research more into how these new technologies influenced the art classroom, and what was going on particularly within my own content area at this time. Through the 1900's, education was reformed, and the content of art redefined. The concept of what art is is important to explore-- It is not only about traditional media, but also subjects like photography, music, and media. 

I believe that visual instruction influenced education in my particular content area the most during this time period. I believe during this time that print was still a very important source in the art classroom:

By 1900, publishers had discovered the market for color art reproductions as well. With wire associations or press services furnishing the same news, editorials, and pictures to subscribing papers, by the turn of the century even rural readers were able to keep abreast of national events and public opinion ("The 1900s: The Arts: Overview." American Decades. 2001.Encyclopedia.com. (October 19, 2012)).

But besides what was taught in print, instructional film would benefit an art classroom-- historical dances, silent films, choreography, learning about new cultures and countries, watching a band play, artist interviews-- making art come to life within the classroom through the use of instructional films undoubtedly would influence the art classroom, if the idea was accepted and embraced.

 2) I believe the use of film is still the greatest impact on schooling in my content area. I have a celebrant perspective on education and think that technology can do more good than harm. Even Thomas Edison believed that books would become obsolete to the motion picture. I do not think that print has become obsolete in any way and that for some students, it is more beneficial. But I believe that the use of film, tvs, and projectors in the classroom has helped art become more relatable. Though I still think it's important for students to learn traditional media like painting and drawing, there is so much more involved in the term "art." 

In the article about Beulah Mae, I could understand why this technology would seem like a downside to education. During the time, most teachers seem frustrated with the use of film. Apparently, Beulah Mae found it to be a problem in her classroom. I believe that perhaps short-term, yes, that this instructional tool may have made formalized schooling in my content area worse, as it was a forced idea-- but overall, the positive, long-term effects outweigh the bad ones. Essentially, this technology was a new way of thinking and perceiving. I think that during the time, the stress on new technologies may have given teacher's a bad perspective on this new beneficial tool. 

Interactivity #2

 Finding a balance between old and new 

Interactivity #1

Technology as an Autobiography

It is somewhat difficult to choose only three of the most influential communications technologies in my life up to this point- I have been very involved with technology since middle school. I can still remember my first AIM screenname, and I used to be very knowledgeable when it came to creating my own websites with HTML. Most of that knowledge is gone now. I think a lot of this has to do with the fact that there are so many great communications technologies and websites out there that I became disinterested in creating some myself. 

Without a doubt, my cell phone  (#1) is the most influential communications technology in my life. I received a cell phone in my sophomore year of high school and I was so relieved that my friends wouldn't have to call my house anymore! I loved being able to communicate right from my fingertips at all times. It was extremely helpful to text message my classmates when I had a question about homework-- some of these people I would have felt very uncomfortable calling. It also was helpful for people to get in contact with me, such as my volleyball coach and even teachers when they were going to be late to class. Now in college with a smart phone (the iPhone), my love for the cellphone has become even greater. I can now receive my emails from three different accounts, browse social networking sites like Facebook and Tumblr, get directions, share photographs, etc. I am learning a new capability of my phone every day still.

Tumblr (#2) is another important technology in my life. I have had a tumblr account since the beginning of freshman year, and I find it to be very inspirational, informative, entertaining, and easy to use. I love tumblr because I am able to browse whatever "tag" I want- that is, If I wanted to look up art, every picture tagged with art would show up on my screen and I would be able to reblog the pictures and add my own comments. This website has influenced me greatly because I have been able to find more contemporary artists on my own time (I find that we learn about famous past artists more in school). Tumblr makes me feel like a part of my own community, as a lot of my friends have accounts as well. 

My third choice is my iPod-- This small little device is filled with so many songs and can help me through any day. It's so easy to buy songs from your favorite artists and I love exploring new genres. 

Olivia's Story

Olivia may resemble students that I would be teaching. For example, she said she is constantly on her phone, which I feel that many of my students would be doing as well. This includes being on them in the classroom when they are not supposed to be. As a teacher, understanding Olivia's relationship to technology has raised questions and concerns for me in the future. Questions running through my head:
How do I make sure people are paying attention and aren't using their phones in class to text, or cheat on tests?
Will the school I am be similar to Olivia's, with students who have a limited experience with computers? How will they be able to carryout assignments on computers if they do not have one at home?
It is important to raise questions like these as a teacher and to find the solutions. It is important to understand not only how your students learn, but also where they come from. This includes their family life (like Olivia who lives in a small apartment with a large family), and things they may be exposed to such as drugs, peer pressure, etc.

Reflection

Both my cellphone and the Internet have impacted the ways I learn new information. I want things readily available to me now. Books can be frustrating sometimes, and I feel that my love of reading has changed. While I'm reading, I can only keep focused on a page for so long. I think a lot of this has to do with the Internet and my phone and sites such as Tumblr, where I can read small snippets and click somewhere else on a page. Textbooks can seem out of date now, and I always think to myself, "I wish I could just search it on Google". Beneficially, I think that these websites have also made me a lot better at multitasking. 
My interests were very similar to the technologies the young people in the videos chose.  One younger girl said she liked using her computer to make websites, and this reminded me of myself when I was young. I would say I'm still savvy enough in technology to know what the programs and technologies were that the students were talking about in the videos, but one day this may change for me. I feel the need to keep updating myself on the different technologies out there so I can be a better teacher.