tag:blogger.com,1999:blog-34714024252720003982024-02-20T10:58:24.307-08:00Philadelphia Art Teacher Jenhttp://www.blogger.com/profile/02490308717684889912noreply@blogger.comBlogger14125tag:blogger.com,1999:blog-3471402425272000398.post-37076128080936577642014-04-19T10:51:00.000-07:002014-04-19T10:51:05.137-07:00GAME Plan and Course Reflection
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I have been working on a GAME plan over the last several
weeks. I set three large goals for myself. I wanted to manage student learning
activities in a technology-enhanced environment, use technology resources to
engage in ongoing professional development and lifelong learning, and use
technology to communicate and collaborate with peers, parents, and the larger
community in order to nurture student learning. </div>
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<br /></div>
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In my last post, I discussed some challenges and successes I
faced while implemented my GAME plan. I have squeezed as much technology into
my classroom as I can. I have a projector and one computer that I use daily. I
show videos, create voice threads, and facilitate the creation of online
concept maps. I have learned that using technology now can be more helpful than
no technology, or waiting until the time is “right”. I have been successful in
finding new professional development opportunities. I am interested in learning
more about technology in the arts, and have found many classes that I can sign up
for during the summer. My biggest challenge in my class has been to communicate
and collaborate with peers, parents, and the larger community. </div>
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<br /></div>
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I will continue to work on some of these goals through the
rest of the school year, and amend a new GAME plan that can be implemented when
the new school year rolls around. I believe I will have more success with a
flipped classroom, and communicating with students, peers, parents, and the
community starting from Day 1 of a new school year. I believe attaining parent
contact info will be easier. Students will know exactly what to expect from a
flipped classroom. </div>
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<br /></div>
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The GAME plan process can be used in the classroom, with
students. Explaining the course objectives within the GAME plan structure, acting
on these goals, monitoring progress, and evaluating learning can be done over
the course of a marking period. Using this model will give students a guided
plan through the course. </div>
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<br /></div>
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This course has challenged me to implement the technology I
have available to me in meaningful ways. I have made an effort to push my
lessons deeper using technology. This has created more rigor in the classroom,
while holding students a new, higher level of achievement. I have confirmed my
believes that good teaching covers multiple subject areas and that engaged
students will expand their own learning possibilities. Problem-based learning
has always been used in my classroom. Social networking/online collaboration
and digital storytelling will be used in my classroom more frequently. I also
will be sharing these strategies with my colleagues. I hope my efforts will
bring forth advocacy for technology in the classroom. </div>
Jenhttp://www.blogger.com/profile/02490308717684889912noreply@blogger.com0tag:blogger.com,1999:blog-3471402425272000398.post-55373245010618180572014-03-26T16:41:00.001-07:002014-03-26T16:41:49.693-07:00Monitoring My GAME Plan Progress
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Over the last week I have taken steps to research for my
game plan. Here is a summary of my progress. </div>
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There are some pretty neat videos on the subject of art
history on the <a href="https://www.khanacademy.org/humanities/art-history" target="_blank">Kahn Academy</a> site.<span style="mso-spacerun: yes;"> </span>I joined the <a href="http://flippedclassroom.org/" target="_blank">flipped learning network</a>. I started a board on <a href="http://www.pinterest.com/jenrjordan/teaching-and-technology-art/" target="_blank">Pintrest</a> devoted to technology in the art room with a focus on flipped classrooms. </div>
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The professional development opportunities in the city were
mixed. <a href="http://www.pafa.org/museum/Education/Schools-and-Teachers/K-12-Teacher-Events-Workshops/221/" target="_blank">PAFA</a>
<span style="mso-spacerun: yes;"></span>and <a href="http://tyler.temple.edu/continuing-education-program/educators" target="_blank">Tyler School of Art </a>
had no workshops scheduled. <a href="http://moore.edu/for/art-teachers" target="_blank">Moore College</a> did not have much that appealed to me and their site was somewhat out of date.<span style="mso-spacerun: yes;"> </span><a href="http://www.philamuseum.org/education/129-304.html" target="_blank">The Philadelphia Museum of Art</a> has wonderful programs offered. My plan is to see which program best fits into
my schedule. </div>
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While making my phone calls home I started asking parents
for their cell phone numbers and email addressed to communicate with them
through text message and email. Parents are very hard to contact. Half of the
phone numbers I have for parents are incorrect, shut off, or missing. It is
rare that I get to speak with a parent at all. The parents I have talked to
were somewhat hesitant to give out their cell phone numbers or email addresses.
Students are also weary about connecting with my professional twitter site.
Student are willing to give me their email addresses although I am not sure how
frequently they actually check their email. </div>
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<br /></div>
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My question is how can I realistically get all the numbers
and email addressed of parents and students to make contact home using
technology? </div>
Jenhttp://www.blogger.com/profile/02490308717684889912noreply@blogger.com3tag:blogger.com,1999:blog-3471402425272000398.post-86308841726806459722014-03-19T17:33:00.001-07:002014-03-19T17:33:08.072-07:00Researching For My GAME Plan
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The following research will need to take place to best inform my GAME plan. </div>
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<br /></div>
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To support a flipped classroom I need to update my blog and
find/create supporting videos that will benefit students learning. These
supporting videos can be demonstrations, screencasts or voice threads. I will
also need to assess my student’s access to technology at home. I will then
research different platforms that work best with their devices. For example, my
student’s phones might not support flash, but the Youtube videos play without
trouble. </div>
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<br /></div>
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I will need to search for professional development
opportunities offered by the local arts colleges, Moore College, University of
the Arts, and Pennsylvania Academy of Fine Arts. I will search the National Art
Education Association site for professional developments.<span style="mso-spacerun: yes;"> </span></div>
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<br /></div>
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To communicate with students and parents using technology I
will need to assess if students and parents have email addresses and cellphone numbers through
surveys home and conversations. </div>
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I will research Google plus and its networking capabilities.
I will register for a Remind101 account to communicate with parents and
students through text. </div>
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<br /></div>
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I have only started to collect student’s emails. I have entered
the emails into a spreadsheet for future use and am starting to send them
emails to set up accounts to view the online grade system. </div>
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<br /></div>
<div class="MsoNormal">
To guide my GAME plan more, I would like to research urban
education and technology within my grad school’s research library. I believe
this research will help take my learning to the next level. </div>
Jenhttp://www.blogger.com/profile/02490308717684889912noreply@blogger.com2tag:blogger.com,1999:blog-3471402425272000398.post-78378692339412901652014-03-12T15:39:00.001-07:002014-03-12T15:39:47.012-07:00Developing a GAME Plan
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As a teacher, I understand that I must step back and analyze
my teaching practices and dispositions. I believe in order to grow there must
be reflection and self-assessment. Although I am a technology native, I have
not had much formal training on using technology in the classroom. The International
Society for Technology in Education has compiled a list of technology standards
and performance indicators. I have taken a look at this document and have
identified areas where my practices can improve. I have found three areas I believe
I can strengthen. My <b style="mso-bidi-font-weight: normal;">goal</b> is to grow
in the following areas. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
3d Manage student learning activities in a technology-enhanced
environment</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
5a . Use technology resources to engage in on going
professional development and lifelong learning</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
5d Use technology to communicate and collaborate with peers,
parents, and the larger community in order to nurture student learning</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
My <b style="mso-bidi-font-weight: normal;">actions</b> for 3d
are:</div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo3; text-indent: -.25in;">
<span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">¡<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Utilize student’s cell phones/ home technology
for lessons (photography lessons, audio rescoring,<span style="mso-spacerun: yes;"> </span>posting to blogs)</div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo3; text-indent: -.25in;">
<span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">¡<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Keep an updated classroom blog for a flipped
classroom model and to benefit students with poor attendance. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
My <b style="mso-bidi-font-weight: normal;">actions</b> for 5a
are:</div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">¡<span style="font: 7.0pt "Times New Roman";">
</span></span></span>seek professional development opportunities
focusing on technology</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l1 level2 lfo1; text-indent: -.25in;">
<span style="font-family: "Courier New"; mso-bidi-font-family: "Courier New"; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7.0pt "Times New Roman";"> </span></span></span>online</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l1 level2 lfo1; text-indent: -.25in;">
<span style="font-family: "Courier New"; mso-bidi-font-family: "Courier New"; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7.0pt "Times New Roman";"> </span></span></span>in
the city</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">¡<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Continue to read blogs</div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l1 level2 lfo1; text-indent: -.25in;">
<span style="font-family: "Courier New"; mso-bidi-font-family: "Courier New"; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Implement
findings/ideas from blogs in the classroom</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
My <b style="mso-bidi-font-weight: normal;">actions</b> for 5d
are:</div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l2 level1 lfo2; text-indent: -.25in;">
<span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">¡<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Require students to have an email address and
online grade book login</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l2 level1 lfo2; text-indent: -.25in;">
<span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">¡<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Keep a classroom blog that is linked to the
community</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l2 level1 lfo2; text-indent: -.25in;">
<span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">¡<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Reach out to parents using technology</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l2 level2 lfo2; text-indent: -.25in;">
<span style="font-family: "Courier New"; mso-bidi-font-family: "Courier New"; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Celly
(text service)</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l2 level2 lfo2; text-indent: -.25in;">
<span style="font-family: "Courier New"; mso-bidi-font-family: "Courier New"; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Email</div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l2 level2 lfo2; text-indent: -.25in;">
<span style="font-family: "Courier New"; mso-bidi-font-family: "Courier New"; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Social
media</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I will <b style="mso-bidi-font-weight: normal;">monitor </b>my
growth in these areas by keeping a checklist and journal. I believe keeping
these documents will help me hold myself accountable for meeting these goals. I
will also map out specific steps I need to accomplish before meeting these
goals. <span style="mso-spacerun: yes;"> </span>For example, I will need to
get parent’s cell phone numbers and email addresses to communicate with them using
technology. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I will <b style="mso-bidi-font-weight: normal;">evaluate </b>my
completion by referring back to my checklist. If I have completed items on the
checklist, that will be a measurement of growth. I hope that my development
will improve my classroom environment. </div>
Jenhttp://www.blogger.com/profile/02490308717684889912noreply@blogger.com8tag:blogger.com,1999:blog-3471402425272000398.post-41956220304428843422013-10-19T09:40:00.000-07:002013-10-19T09:40:05.408-07:00Final Reflection for Bridging Learning Theory, Instruction, and Technology
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After reflecting on my personal learning theory from the
beginning of the course, my beliefs have evolved to incorporate my new
knowledge. I would add more teaching strategies, and learning activities that
correspond to promote deep learning in my classroom. I have learned the
cognitive reasons that support learning strategies, and technology that
corresponds to these strategies. </div>
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<br /></div>
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I have already started to add more strategies to my teaching
tool belt. Instead of using a verity of strategies throughout the school year, I
used a multitude of strategies in each lesson. I have also started to explain
the reasoning behind the different learning activities and teaching strategies
to my students. My students are receptive to the explanations and are willing
try new types of activities. <span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal">
<br /></div>
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My school focuses on six instructional strategies that they
feel are most important to see in the classroom. After taking this course, I am
able to understand these strategies from a new perspective. All of the
strategies my school pushes are ones we covered in class. I feel that I am more
equipped to teach using these strategies in partnership with technology.
Incorporating these instructional strategies based on what I learned in class
will help me stand out as a proficient teacher. </div>
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<br /></div>
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Earlier in the course, I took my students on a virtual field
trip and created a graphic organizer online. Thee two tools will enhance
students learning. Bringing art to my students will create new real world
experiences for them. My students will gain cultural experiences in which they
can use to connect new information to. Online graphic organizers were a hit in
my class.<span style="mso-spacerun: yes;"> </span>This tool gave my
students a cause to learn in a collaborative group. The students also were
willing and eager to participate in class discussions without getting
distracted. </div>
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<br /></div>
<div class="MsoNormal">
Two long-term goals I have to improve my teaching practice
in regards to technology are to utilize technology with my students outside the
classroom and to update/ transforms my best lessons using technology. I would
like to create more flipped classroom experiences for my students. My class is
project heavy, and students can learn, and get assessed outside the classroom
leaving class time for the creation of projects. <span style="mso-spacerun: yes;"> </span>I would also like to implement an online classroom environment
where students can have discussions, share ideas, and also be a part of a
larger artistic community beyond our school. I will start this goal by first
making a link to all students through the online grade book system. I will be
able to communicate with my students and share new information with them. I
will also conduct research about my student’s technological resources at home
and plan based on my findings. Every teacher has lessons in their arsenal that
are highly successful, engaging and fun. I would like to take those lessons I
have and update them using technology. This may be as simple as adding a
virtual field trip to the lesson, more complex by adding the construction of a
Wiki page.<span style="mso-spacerun: yes;"> </span>My goal is to start
adding bits of technology as I learn them. I will then take the time over the
summer to assess and keep what worked and re-think what did not. This lesson
overhaul will take some experimentation and time. </div>
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</style>Jenhttp://www.blogger.com/profile/02490308717684889912noreply@blogger.com0tag:blogger.com,1999:blog-3471402425272000398.post-12891901950808449842013-10-02T15:31:00.000-07:002013-10-02T15:31:08.754-07:00Social Learning Theory and Cooperative Learning<div class="MsoNormal">
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--></style> Cooperative learning is something I am no stranger to. My
school has highlighted six particular teaching strategies, two of which fall
under the social learning theory.<span style="mso-spacerun: yes;">
</span>These strategies are collaborative group work, and classroom talk and
were mentioned in their week’s resource video (<span style="font-family: "Times New Roman";">Laureate
Education Inc., 2011</span>). </div>
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<br /></div>
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This week, in our resources we explored social learning and
technology within collaborative group work. When student work together the
learning is enhanced (Pitler, Hubbell, & Kuhn, 2012). <span style="mso-spacerun: yes;"> </span>The zone of proximal development can be
stretched when working with others (<span style="font-family: "Times New Roman";">Laureate
Education Inc., 2011</span>). The key factor when placing students in groups is
the grouping itself (<span style="font-family: "Times New Roman";">Orey, 2001</span>).
Students who are placed in balanced groups will all learn in an extraordinary
way. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Students working in groups can benefit by using
technology.<span style="mso-spacerun: yes;"> </span>There are two main
ways technology can be used when student work in groups: as the form of
communication and as the product of their group work. Students can communicate
using technology through social media such as Facebook/Fakebook, Edublogs,
Skype/FaceTime. The use of technology can ease the hassle of getting together
for group meetings outside of class. When using Facebook and Edublogs students
can communicate at times that suit them. This would be helpful for students are
on a sports team, have a job, or other obligations that would prevent them from
attending group meetings. Students can meet at real time from anywhere using
Skype and FaceTime. When students use technology as the product of the group
work, the possibilities are endless. Students can create blogs, YouTube videos,
websites, a Second Life environment, VoiceThreads, etc. When students are working
on a large project together there are many problems that come up, and students
must learn how to solve these problems and learn from one another. Learning
from others and/or the environment is a fundamental aspect of the social
learning theory (<span style="font-family: "Times New Roman";">Laureate Education
Inc., 2011</span>). </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
References</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Laureate Education, Inc. (Producer). (2011). Program eight:
Social learning theories [Video webcast]. <i style="mso-bidi-font-style: normal;">Bridging
learning theory, instruction and technology.</i> Retrieved from <a href="http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1">http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1</a></div>
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<br /></div>
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<span style="font-family: "Times New Roman";">Orey,
M. (Ed.). (2001). <i style="mso-bidi-font-style: normal;">Emerging perspectives
on learning, teaching, and technology</i>. Retrieved from <a href="http://projects.coe.uga.edu/epltt/index.php?title=Main_Page">http://projects.coe.uga.edu/epltt/index.php?title=Main_Page</a></span></div>
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<br /></div>
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<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">Pitler, H., Hubbell, E. R., & Kuhn,
M. (2012). <i style="mso-bidi-font-style: normal;">Using technology with
classroom instruction that works</i> (2nd ed.). Alexandria, VA: ASCD.</span><span style="font-family: Times; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";"></span></div>
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<br /></div>
Jenhttp://www.blogger.com/profile/02490308717684889912noreply@blogger.com3tag:blogger.com,1999:blog-3471402425272000398.post-73430394594834972302013-10-01T16:50:00.002-07:002013-10-01T18:28:09.908-07:00VoiceThread This week, I used voicethread to introduce a problem-based lesson to my students. I would like feedback and comments before I use this voicethread in the classroom.<br />
<br />
https://voicethread.com/share/4955756/Jenhttp://www.blogger.com/profile/02490308717684889912noreply@blogger.com0tag:blogger.com,1999:blog-3471402425272000398.post-4411834833843110192013-09-25T17:26:00.001-07:002013-10-02T15:31:27.296-07:00Constructivism and Constructionism<style>
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<div class="separator" style="clear: both; text-align: center;">
<a href="http://www.thequotefactory.com/irep/en/2/2VCFL9OPGHVD2_137EHS8_IL_L_LS.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="http://www.thequotefactory.com/irep/en/2/2VCFL9OPGHVD2_137EHS8_IL_L_LS.jpg" width="320" /></a></div>
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<span style="font-family: "Times New Roman";">Constructivism
and constructionism are two learning theories. Constructivism, or the V word,
has to do with the schematics of learning. When we learn, our mind groups
similar ideas together based on previous knowledge (Laureate Education Inc.,
2011). Constructionism, or the N word, uses building or creating as a vehicle
for meaningful learning (Laureate Education Inc., 2011). </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman";">There are many
ways to use these learning theories in the classroom. Two ways are through
generating and testing hypothesis, and creating project based lessons. When
students generate hypothesis with careful reasoning it gives proof that students
are critically thinking (Pitler, Hubbell, & Kuhn, 2012). Creating
hypothesis takes previously learned knowledge and uses it to inductively
reason. This is an example of constructivism. Students can test and chart their
findings compared to the hypothesis and present it in a digital way; this is
example of constructionism. There are so many ways to incorporate technology
when generating and testing hypothesis. Excel spreadsheets, phone apps, and simulation software can be useful tools (Pitler el at., 2012). Project based
learning is closely tied to problem based learning. When a real world problem
is introduced to students they must use higher level thinking skills to solve
this problem (Orey, 2001). These lessons are tied to large-scale projects that
often culminate in a presentation of student findings. Project based learning
is an example of constructionism. When solving a big-picture problem, there are
many smaller problems that must be figured out. The student guides the learning
activities. This quest of knowledge results in meaningful learning opportunities.
<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman";">Throughout the
week, I thought of the proverb “Tell me and I'll forget; show me and I may
remember; involve me and I'll understand”. I believe the proverb sums up the
idea of constructionism.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman";">References:</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;">Laureate
Education, Inc. (Producer). (2011). Program seven: Constructionist and
constructivist learning theories [Video webcast]. Bridging learning theory,
instruction and technology. Retrieved from
http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman";">Orey, M. (Ed.).
(2001). <i style="mso-bidi-font-style: normal;">Emerging perspectives on
learning, teaching, and technology</i>. Retrieved from <a href="http://projects.coe.uga.edu/epltt/index.php?title=Main_Page">http://projects.coe.uga.edu/epltt/index.php?title=Main_Page</a></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman";">Pitler, H.,
Hubbell, E. R., & Kuhn, M. (2012). <i style="mso-bidi-font-style: normal;">Using
technology with classroom instruction that works</i> (2nd ed.). Alexandria, VA:
ASCD.</span></div>
<div class="MsoNormal">
<br /></div>
Jenhttp://www.blogger.com/profile/02490308717684889912noreply@blogger.com6tag:blogger.com,1999:blog-3471402425272000398.post-75646044207390304312013-09-18T15:28:00.000-07:002013-09-18T15:28:37.630-07:00Cognitive Learning Theories in Classroom Strategies
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<span style="font-family: "Times New Roman"; font-size: 12.0pt;"> </span><span style="font-family: inherit;"><span style="font-size: 12pt;">Cognitive theories in
education are geared into how the brain works and processes information. Two
chapters that correlate to these ideas are “Cues, Questions and Advanced
Organizers” and “Summarizing and Note Taking” (</span><span style="font-size: 12pt;"><span style="font-size: 12pt;">Hubbell,
Kuhn & Pitler, 2012</span>). </span>
</span><div style="margin-bottom: .1pt; margin-left: 0in; margin-right: 0in; margin-top: .1pt;">
<br /></div>
<span style="font-family: inherit;">
</span><div style="margin-bottom: .1pt; margin-left: 0in; margin-right: 0in; margin-top: .1pt;">
<span style="font-family: inherit;"><span style="font-size: 12pt;">Questioning in the
classroom can be used as an informal assessment tool. When a teacher uses this
form of assessment they can gauge where the class knowledge based lies. From
here, the instructor can use scaffolding and cues to build upon this knowledge.
Organizing information in a visual way can help with remember and learning.
When technology is added to the equation, there are many ways to amplify these
techniques. Graphic organizer software can be used to present information to
students using pictures, video clips or web links (Hubbell, 2012). This way of
brainstorming can also become a learning activity. There are social bookmarking
such as Diigo, and Pinterest that can be used to allow students become a real
part of the brainstorming process. </span></span></div>
<span style="font-family: inherit;">
</span><div style="margin-bottom: .1pt; margin-left: 0in; margin-right: 0in; margin-top: .1pt;">
<br /></div>
<span style="font-family: inherit;">
</span><div style="margin-bottom: .1pt; margin-left: 0in; margin-right: 0in; margin-top: .1pt;">
<span style="font-family: inherit;"><span style="font-size: 12pt;">Note taking and
summarizing are skills that develop over time. In order to take clear notes the
student must have an understanding of the material, and must be able to use
higher levels of thinking by synthesizing the information. Some of the
strategies suggested in this week’s readings I currently do to help my students
with learning disabilities. Guided notes can help students of all abilities
connect information in a visual way. The tool, Ultimate Research Assistant, can
be used in addition to note taking. This tool “reads” articles and “listens” to
lectures and then composes a report summarizing the information (Hubbell, 2012).</span></span></div>
<span style="font-family: inherit;">
</span><div style="margin-bottom: .1pt; margin-left: 0in; margin-right: 0in; margin-top: .1pt;">
<br /></div>
<span style="font-family: inherit;">
</span><div style="margin-bottom: .1pt; margin-left: 0in; margin-right: 0in; margin-top: .1pt;">
<span style="font-family: inherit;"><span style="font-size: 12pt;">Concept mapping is an
advanced way to organize information. Students can connect information to prior
knowledge and new ideas (Laureate Education, Inc., 2011). They can gather ideas
using pictures, texts, links or links to videos. This visual way to represent
information can be an exciting tool that students and teachers alike can use. </span></span></div>
<span style="font-family: inherit;">
</span><div style="margin-bottom: .1pt; margin-left: 0in; margin-right: 0in; margin-top: .1pt;">
<br /></div>
<span style="font-family: inherit;">
</span><div style="margin-bottom: .1pt; margin-left: 0in; margin-right: 0in; margin-top: .1pt;">
<span style="font-family: inherit;"><span style="font-size: 12pt;">Virtual field trips are
online tours of a location. Students can tour museums, cites, historic sites,
factories, etc. This uses of technology is beneficial since the whole world is
available to be explored. A student can tour museums that are across the globe
without leaving their school building. Virtual field trips can build on
cognitive learning because students are connecting learned topics to real
places. </span></span></div>
<span style="font-family: inherit;">
</span><div style="margin-bottom: .1pt; margin-left: 0in; margin-right: 0in; margin-top: .1pt;">
<br /></div>
<span style="font-family: inherit;">
</span><div style="margin-bottom: .1pt; margin-left: 0in; margin-right: 0in; margin-top: .1pt;">
<span style="font-family: inherit;"><span style="font-size: 12pt;">Using cognitive learning
theories along with the above strategies can help learning in you classroom.
When we proved students with useful tools and rich experiences we encourage
students to learn to their fullest potential. </span></span></div>
<span style="font-family: inherit;">
</span><div style="margin-bottom: .1pt; margin-left: 0in; margin-right: 0in; margin-top: .1pt;">
<br /></div>
<span style="font-family: inherit;">
</span><div style="margin-bottom: .1pt; margin-left: 0in; margin-right: 0in; margin-top: .1pt;">
<br /></div>
<span style="font-family: inherit;">
</span><div style="margin-bottom: .1pt; margin-left: 0in; margin-right: 0in; margin-top: .1pt;">
<br /></div>
<span style="font-family: inherit;">
</span><div style="margin: 0.1pt 0in;">
<span style="font-family: inherit;"><span style="font-size: small;">References</span></span></div>
<span style="font-family: inherit;"><span style="font-size: small;">
</span></span><div style="margin: 0.1pt 0in;">
<br /></div>
<span style="font-family: inherit;"><span style="font-size: small;">
</span></span><div class="MsoNormal">
<span style="font-family: inherit;"><span style="font-size: small;">Laureate Education, Inc. (Producer). (2011). Program five:
Cognitive learning theory [Video webcast]. <i>Bridging
learning theory, instruction and technology.</i> Retrieved from <a href="http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1">http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1</a></span></span></div>
<span style="font-family: inherit;"><span style="font-size: small;">
</span></span><div style="margin: 0.1pt 0in;">
<br /></div>
<span style="font-family: inherit;"><span style="font-size: small;">
</span></span><div style="margin: 0.1pt 0in;">
<br /></div>
<span style="font-family: inherit;"><span style="font-size: small;">
</span></span><div class="MsoNormal">
<span style="font-family: inherit;"><span style="font-size: small;">Pitler, H., Hubbell, E. R.,
& Kuhn, M. (2012). <i>Using technology
with classroom instruction that works (2<sup>nd</sup> ed.).</i> Alexandria, VA:
ASCD.</span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span><div style="margin: 0.1pt 0in;">
<br /></div>
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">
</span></span><div style="margin: 0.1pt 0in;">
<br /></div>
<div style="margin-bottom: .1pt; margin-left: 0in; margin-right: 0in; margin-top: .1pt;">
<br /></div>
Jenhttp://www.blogger.com/profile/02490308717684889912noreply@blogger.com4tag:blogger.com,1999:blog-3471402425272000398.post-69751514491444005802013-09-11T18:54:00.000-07:002013-09-11T18:54:32.713-07:00Technology and Behaviorism
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This week in my grad class, Bridging Learning Theory,
Instruction, and Technology, we explored two teaching strategies that implement
technology. These strategies are reinforcing effort and providing recognition,
and assigning homework and providing practice. This week we also reviewed the
behaviorist educational theory (Laureate Education, Inc., 2011). In this blog
post, I will explain how these strategies can connect with the behaviorist
model. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
When a teacher reinforces effort in the classroom it
provides students with positive feedback. This encourages students to continue
learning.<span style="mso-spacerun: yes;"> </span>It is important for
students to realize that their success is linked to the effort they put in (<span style="background: white;">Pitler, Hubbell & Kuhn, 2012</span>). When
students are able to keep track of their progress in class they take ownership
of their own learning (<span style="background: white;">Pitler, Hubbell &
Kuhn, 2012</span>). The recognition of positive behavior is a basic behaviorist
idea (Laureate , 2011). I have seen an improvement in effort in my own
classroom when I discuss participation grades with each student daily.<span style="mso-spacerun: yes;"> </span>It would be interesting to add the
element of technology to this strategy. I believe students would like to
manipulate the data into various charts and graphs. As an art teacher, I enjoy
bragging about my student’s talents. At this time, I have an art student of the
month on a cork board in the hallway. It would be more of an honor if I put
together an artist of the week portion of my blog that highlights one student.
Perhaps students would link this post to their social media, or email the link
to their parents. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Homework is not a typical occurrence in my art courses. Much
of the work is completed during studio time in the classroom. However, students
do sketch outside of the classroom when brainstorming project ideas or themes.
In previous courses, I have set the goal to set up a class wiki or blog where
students can post pictures of their artistic process or completed artwork for
peer review. This gives students the chance to interact with other students who
may be different periods. It is also beneficial since there is a limited amount
of classroom time and students can respond to peers at their leisure. When
students practice responding to each other online the in class critiques will
become smoother. Teacher would be involved this process to give feedback and
encourage learning. The idea of giving feedback, both positive and negative, is
a behaviorist idea (Laureate , 2011).</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Resources</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Laureate Education, Inc. (Producer). (2011). Program four:
Behaviorist learning theory [Video webcast]. Bridging learning theory,
instruction and technology. Retrieved from
http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using
technology with classroom instruction that works. (2nd ed.). Denver, Colorado:
McRel. </div>
Jenhttp://www.blogger.com/profile/02490308717684889912noreply@blogger.com5tag:blogger.com,1999:blog-3471402425272000398.post-29923846019400518602013-08-17T17:33:00.001-07:002013-08-18T15:09:18.180-07:00Reflection- Understanding the Impact of Technology on Education, Work, and Society <style>
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<span style="font-size: 12.0pt; mso-bidi-font-size: 10.0pt;">Over the last seven weeks, I
have learned quite a bit about technology! Before this class, I had never used
a Wiki or created a podcast before. It was challenging to use these new tools.
I felt a sense of accomplishment once I got the hang of it, and especially when
I completed the assignment. Completing these assignments for my graduate course
has given me some experience, so I feel comfortable bringing these tools to the
classroom. I will most definitely learn more about Wikis and podcasts with my
students. My students have a way of teaching me new things about technology.
They are not afraid to click and explore. I like that I can give my students
these tools I know some things about, and they can learn as well as teach me. I
plan to stay connected to the technology blogs so I stay up to date on new
trends in technology. </span></div>
<div style="margin-bottom: .1pt; margin-left: 0in; margin-right: 0in; margin-top: .1pt;">
<br /></div>
<span style="font-size: 12.0pt; mso-bidi-font-size: 10.0pt;">I
have learned more about the way 21<sup>st</sup> century students learn. I have
gained more awareness about how students can learn, and how they are interested
in learning. I have to be a facilitator to my students learning, and plan for a
student-centered classroom (</span><span style="font-size: 12.0pt; mso-bidi-font-size: 10.0pt;"><span>Laureate, 2010)</span>. </span>
<br />
<div style="margin-bottom: .1pt; margin-left: 0in; margin-right: 0in; margin-top: .1pt;">
<span style="font-size: 12.0pt; mso-bidi-font-size: 10.0pt;"><span style="mso-tab-count: 1;"> </span></span></div>
<span style="font-size: 12.0pt; mso-bidi-font-size: 10.0pt;"></span><br />
<span style="font-size: 12.0pt; mso-bidi-font-size: 10.0pt;"><span style="mso-tab-count: 1;"></span>After
seeing how much can be done with technology, I want computers in my classroom
more than ever! My goal is to write grants to get more technology in my
classroom. I would like 2-5 ipads or tablets for students to look up
information in a quick way, or to use as a visual resource when drawing. I
would also like at least 10 laptops and 3 desktop computers. I should not
receive any pushback from my administration since they will not be paying for
it. It will be difficult to write a grant for all of these pieces of
technology. I have written grants before, and the process is very time
consuming.<span style="mso-spacerun: yes;"> </span>I may have to wait to
achieve this goal until next summer after I earn my masters degree.</span>
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<span style="font-size: 12.0pt; mso-bidi-font-size: 10.0pt;"><span style="mso-tab-count: 1;"></span>In
the beginning of this course, we filled out a checklist about technology in our
teaching practices and in professional development. Now that I look back over
this checklist I remembered why I chose the answers I did. I do not have
technology! It is difficult to plan lessons revolving around technology when
the whole school has to share a small computer lab. <span style="mso-spacerun: yes;"> </span>My response to the checklist unfortunately will stay the
same. However, I do have some engaging lesson ideas when I reach my technology
goals. </span></div>
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Resources<br />
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<span>Laureate Education, Inc. (Producer). (2010a). <i>The changing role of the classroom teacher: Part 2.</i> [Video webcast]. Retrieved from </span><a href="https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2819318_1%26url%3D" target="_blank"><span>https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2819318_1%26url%3D</span></a></div>
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Jenhttp://www.blogger.com/profile/02490308717684889912noreply@blogger.com1tag:blogger.com,1999:blog-3471402425272000398.post-85946941559787352112013-08-04T11:49:00.000-07:002013-08-04T11:49:30.043-07:00Technology Podcast<object classid="clsid:d27cdb6e-ae6d-11cf-96b8-444553540000" codebase="http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=9,0,0,0" height="111" id="pcm_player_episode84376" width="650"> <param name="movie" value="http://podcastmachine.com/swf/player.swf" /> <param name="allowFullScreen" value="true" /> <param name="allowScriptAccess" value="always" /> <param name="quality" value="high" /> <param name="wmode" value="transparent" /> <param name="flashvars" value="file=http://podcastmachine.com/podcasts/15288/episodes/84376.json&width=650&height=111&skin=http://podcastmachine.com/swf/skin_pcm1.swf&fullscreen=true&bgcolor=#000000&playlist=bottom&subscribebutton=false&downloadbutton=false&playlistcolumns=1&playlistrows=1&autostart=false&playlistsize=80" /> <embed src="http://podcastmachine.com/swf/player.swf" allowFullScreen="true" allowScriptAccess="always" quality="high" width="650" height="111" wmode="transparent" name="pcm_player_episode84376" type="application/x-shockwave-flash" flashvars="file=http://podcastmachine.com/podcasts/15288/episodes/84376.json&width=650&height=111&skin=http://podcastmachine.com/swf/skin_pcm1.swf&fullscreen=true&bgcolor=#000000&playlist=bottom&subscribebutton=false&downloadbutton=false&playlistcolumns=1&playlistrows=1&autostart=false&playlistsize=80" pluginspage="http://www.macromedia.com/go/getflashplayer" /> </object>Jenhttp://www.blogger.com/profile/02490308717684889912noreply@blogger.com0tag:blogger.com,1999:blog-3471402425272000398.post-57176682229002191792013-07-24T14:03:00.000-07:002013-07-28T12:13:40.158-07:00Partnership for 21st Century Skills<br />
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<span style="font-size: xx-small;">photo <a href="http://mrg.bz/Sw9Kov">via</a> </span></div>
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This week I have been looking at the <a href="http://www.p21.org/index.php" target="_blank">Partnership for 21stCentury Skills</a> website (Partnership for 21st Century Skills). Technology is becoming increasingly interwoven into our
daily lives, and this website serves as an excellent website resource. This
website user friendly and bridges the world of education to the world of
technology seamlessly. The site is inclusive of all subjects, not just the
“core subjects”. </div>
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I agree with most of the theories presented on this website. However, I believe that it is somewhat unrealistic. The Partnership suggests
that teachers participate in more professional development on 21 century
skills. In Pennsylvania, professional development credit hours have been
suspended- there are no funds for schools to host development speakers. Under
this model, teachers are expected to incorporate the 21<sup>st</sup> century
skills into the curriculum. Budgets are being slashed year after year. How can
teachers be expected to keep up with technology when the technology provided by
the school is outdated? How can life/career skills be taught when vetch
programs are being cut? If money was no object, this framework would <span style="mso-spacerun: yes;"> </span>surely help boost the 21<sup>st</sup>
century skill. I would like to see some more real life scenarios on this site. </div>
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One area I found useful was the <a href="http://www.p21.org/storage/documents/P21_arts_map_final.pdf" target="_blank">skills map for the arts</a> (Partnership for 21st Century Skills). I
am always looking for new ways to challenge my student’s critical thinking and
citizenship. I will be putting this in my teacher’s toolkit! </div>
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Many of the 21<sup>st</sup> century skills named on this
site are similar to the skills learned within the art. I have see these skills
highlighted when advocating arts in schools. I believe that these “soft skills”
are needed to propel our country’s next generation. These skills focus on
teaching students how to think, not what to think. Teachers will be responsible
for fostering the thirst for knowledge as opposed to having students memorize
facts and dates. </div>
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Have you ever see this site? What are your thoughts?<br />
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Resources<br />
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Partnership for 21st Century Skills. (n.d.). <i>A report and mile guide for 21st century skills</i>. Washington DC: Author. Retrieved from <a href="http://www.p21.org/storage/images/stories/otherdocs/p21up_Report.pdf">http://www.p21.org/</a> </div>
<br />Jenhttp://www.blogger.com/profile/02490308717684889912noreply@blogger.com4tag:blogger.com,1999:blog-3471402425272000398.post-61958850132140703792013-07-10T15:20:00.002-07:002013-07-10T15:20:50.236-07:00The Artistic Process
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Blogs can serve as a tool with many uses within the
classroom. It is up to the teacher to incorporate blogs into his/her classroom
in a meaningful way. English teachers might use blogs as a way to provide
students with formal writing practice (<span style="font-family: "Times New Roman";">Richardson,
2010, pg. 29</span>). Social Studies teachers might link up with other classes
from other parts of the word to discuss government, or culture (<span style="font-family: "Times New Roman";">Richardson, 2010, pg. 27</span>). <span style="mso-spacerun: yes;"> </span></div>
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In my art classroom one way I could use blogs is to connect
teachers, parents, and students. As students are working on an art project,
they can post updates on their artistic process. They can reflect or ask for
suggestions from their teacher, peers or the world, to improve their artwork.
Other students can join in to critique the art, or see how other classes are
approaching the same lesson. This would connect students in an artistic
community. Parents can also have access to the blog. At the high school level,
it is a rare occurrence that artwork actually makes it home. I will find
missing pieces of work around the school; sometimes teens can be forgetful. By
posting artwork online I can provide a platform for me to respond to students
work, for students to grow as artists, and for parents to see the artistic
process/artwork.</div>
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Have you ever used blogging as a way to show/tell? </div>
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Resources </div>
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<span style="font-family: "Times New Roman";">Richardson, W.
(2010). Blogs, wikis, podcasts, and other powerful web tools for<span style="mso-spacerun: yes;"> </span>classrooms (3rd ed.). Thousand Oaks,
CA: Corwin.</span></div>
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Jenhttp://www.blogger.com/profile/02490308717684889912noreply@blogger.com5