Learning to Change/ Changing to Learn: Student Voices

The third PSA in a series created by Pearson Foundation and the Consortium for School Networking, focusing on the challenges and opportunities of integrating technology into teaching practice around the world. Students discuss the ways in which they use technology at school, at home, or in their everyday lives.

How can we continue NOT integrating technology into teaching practice?

Did you know...

Under the stats tab you can track your blogs audience???  Wow, interesting to note that I've had some global interest in my blog and I'm not even trying...

Week 9 – Using Games, Immersive Social Networking, and Virtual Worlds in the Classroom

My Second Life Persona



Before writing this reflection I decided to take Dr. Rosen’s advice and become a Second Lifer to experience a bit of real-life avatar adventure.  I had hoped to make it to the Sistine Chapel, having read many wonderful things about this particular ‘island’.  However, perhaps I did not give it enough of a chance, as I never experienced that feeling of “social presence” Rosen references.  Instead, I felt like I would if I were a stranger at a cocktail party where everyone else is attired in appropriate dress and I were the one in blue jeans.  As a rule, I consider myself to be a fairly outgoing person.  I have a reputation as being the life of the party, there’s no chance of me ever being mistaken for a shrinking violet!  This was not so much the case in Second Life. If anyone came close to approaching me I quickly pushed ‘page up,’ the command for flying and launched into the air lest they attempted to engage me in conversation.  I felt akward and out of place in this virtual world.

Rosen and Brooks-Young both present a strong argument for the use of games, immersive social networking, and social worlds in the classroom. There’s no denying that that immersive power afforded via technology can activate realistic sensory information in much the same way as if the learner were engaged in the real life activity.  Immersive social networks enable students to access information in a variety of ways and are available 24/7. Learning becomes a personalized experience as students have the ability to access the format best suited to his or her style of learning. (Rewired p. 112.) Students feel less inhibited in a virtual setting and are more likely to communicate.  When tied to the curriculum, game playing becomes meaningful and reinforces learning.  Again, we encounter the media-hyped risks associated with the use of web 2.0, and again, Brooks-Young advises teachers to use these as learning experiences so that our students will know how to safely conduct themselves online, and how to handle themselves in situations which make them feel uncomfortable.

A virtual field trip to the Louvre has probably been the closest experience to an online game that I have been able to provide for my elementary students.  http://www.louvre.fr/llv/musee/visite_virtuelle.jsp?bmLocale=en  I provided a little instruction on how to navigate the site and we journeyed across the hall to the computer lab where students explored to their hearts content.  The only problem I encountered was when Joey ‘Smith’ zoomed in on a naked breast, so much so that it filled up the entire screen. He then proceeded to share with the boys seated on either side of him.  I admonished him to, "please take a more mature attitude", while in the back of my mind, observed that his naked breast fascination was quite appropriate for the average fifth grade boy, and then wondered how many phone calls to the principal it would take before I was banished forever from taking students to the lab. Fortunately the experience resulted in no angry phone calls and I have since learned to educate my students a little more on the subject of nudes in art prior to encountering them.

Though the Children’s Online Privacy Protection Act would interfere with my ability to use immersive social networking since none of my students are over the age of 12, I would very much like to use some sort of networking as a voluntary extension of classroom learning. I am able to use edublog, so far I have only experimented with its use, but I think I’m ready to take it to the next level and use it in an interactive way. Edublog does provide a format for uploading podcasts, images, videos, links and more.  I would like to see if I can offer it as a way to encourage the participation of some of my more shy students.

I explored a few virtual learning environments geared more towards use with elementary age students, and discovered Whyville, http://b.whyville.net/smmk/top/gatesInfo?topic=about Teachers can register to use this fun site with classes.  It appears that the creators of Whyville are serious about online safety, because once you sign up, they DO check to verify that you are actually a teacher.  The 554,727 registered citizens of Whyville earn “clams” by playing educational games and users create their own avatars. It was interesting to note that the University of Missouri sponsors the Hot Air Balloon Race game where users are challenged to navigate the altitudes and analyze vector fields to navigate a hot air balloon. ( Say What???)  Probably more appropriate for use in the art room was an activity sponsored by the Getty Museum.  Though I imagine that this site will be blocked at school, I believe it would certainly provide an immersive type of learning experience for my students and I believe that I am now equipped with the knowledge to make a powerful argument for its use.

Someday perhaps Pia Spearsong and I will journey back to Second Life for that trip to the Sistine Chapel Island.  For now though, my real life is occupying the majority of my waking hours.

Week 8 – Digital Imaging

Celina~age 10

self portrait painted using a digital black-and-white halftone image for reference

This week’s reading introduced the creation and sharing of visual images. The Digital Diet walks us through setting up a Flickr account and offers practical suggestions on the use of image sharing in the classroom.  Brooks-Youngs identifies common objections to the classroom use of photo sharing sites,   “…privacy, safety, bullying, copyright infringement, and, recently, child pornography concerns.” (TEACHING with the TOOLS KIDS REALLY USE p 79).  The book then goes on to work through each issue presented, providing instruction on the ways that these objections can be developed into lessons for educating our students on these issues.  Brooks-Young also brings up practical strategies for the use of photo and image sharing in the classroom.

TEACHING with the TOOLS KIDS REALLY USE, the title of Brooks-young’s book pretty much says it all.  To be effective twenty-first century educators, we must permit our students to both generate and share visual content online. Students DO love photography, it’s inexpensive and easy to use, it is engaging, and permits many opportunities for collaboration.  Digital images provide excellent reference for many uses in the art room.

My elementary building only has four digital cameras available for classroom use, however, that has not been a deterrent for using them on a fairly regular basis. Last year my Second graders traversed the hallways, working in small groups, using photographs to identify different geometric forms. Third grade photographed examples of texture and contrast.  Fifth graders took pictures of themselves and examples of their art which we compiled into an animoto video.  Fourth grade used photobooth software to take a portrait and convert it to a half-tone image. This image was used as reference for a monochromatic self-portrait painting.  This year my sixth grade students are hard at work on their choice of a digital photo based self portrait project and fourth grade has made it to the editing portion of their cereal commercials. There is no doubt that students LOVE these activities and I love the level of engagement they provide. 

For the most part, student collaboration has been a relatively smooth experience.  We have had to work through some ‘hurt feelings’ issues, it provided the perfect opportunity to implement some character-ed curriculum. These collaboration activities also set the stage for group analysis and evaluation. (Only ONE cereal box out of five could be selected for a commercial.  What constituted the best design? I loved one group’s creative solution.  When they were unable to narrow the selection to one, they decided to go with a commercial for a variety package. )    As the facilitator, my biggest complaint is the level of noise that is generated due to my extremely large class sizes.  I have also experienced some issues stemming from my lack of understanding how to best manage some of our projects.  One solution I have found is to have students brainstorm problems that they anticipate and then brainstorm solutions to those problems.  Their insight is impressive and students tend to adhere to their self-created guidelines.

I could foresee great benefit to image sharing, but additionally, my district bans all photo and video sharing sites. I have created group animoto videos, which I share with my other classes, and I plan to share our cereal commercials videos as well. My students love both seeing and viewing their work and that of their classmates presented this way.  It’s a meaningful and relevant connection to the way that they live.  

Currently the computer labs in my district’s elementary buildings are limited to the use of photobooth as far as image editing.  I think I would enjoy using photoshop with my older grades, though I would need to become a little more proficient myself.  After viewing the video http://www.thejohnnycashproject.com/  which invites participants to view the video and then provides images for them to edit, each of which is added to the video, I have begun planning with my tech specialist to see if we can determine a the way to do a similar project with students. To the best of my knowledge, all free image editing web-sites are blocked at my school.  I have requested that the block be lifted for one of the sites which does not require registration for online use.  Those wheels turn painfully and discouragingly slow…

Final Self-Portrait

Just when I was becoming deeply enamoured of Photoshop I have managed to do something so that I am unable to view the desired image size.  This image is a screen shot of a screen shot.  Hopefully there is no loss of resolution.  : )

Fu-fu-fu-fuN!

voki Sheryl speaks for herself

Get a Voki now!

She doesn't look much like the real me, but I like her anyway!

New and Improved Witch Image

The previous one just wasn't witchy enough!



Lunapic

http://www.lunapic.com/editor/
Lunapic is another free online photo editing site.  Though you can create an account, it is not necessary to do so.  I just uploaded an image and began editing.  The site was extremely easy to use and offers many tutorials on techniques.  I found it extremely user friendly and somewhat addictive!

Picnik

http://www.picnik.com/app#/home/welcome

Picnik offers fast, fun, and easy photo editing.  The free account provides great basic features and extras which allow users to paint, draw, add text and more.  Users are offered many options for sharing directly to Facebook, Picasa, flickr, to name a few.  A premium account for $24.95 offers an expanded version of the basic plus layering. 

I enjoyed playing with these images of myself......I felt like I was playing with a grown-up version of KidPix.

The coolest thing ever!

Haven't created a frame yet, but it's definitely on my list-o-things to do.

http://www.thejohnnycashproject.com/#



My Brush Strokes

Okay, I take it back....maybe I don't hate Photoshop after all......

Dream Vacation

The last time I stayed at the Crescent Hotel I had a couple of creepy paranormal experiences.  Next time I think I'll take Jason and Grant along. 

It took me long enough...

This sample layered collage took me a bit longer that the projected 'about one hour', but at last I have experienced a wee bit of success with Photoshop!Pretty much anyone with the software and the ability to read could do this much, however, after this weekend's frustration, I will be satisfied with at least this much. My letter and photo are a bit out of proportion, but I was NOT starting over again.  : )

Now will see if I can get anywhere with that pesky dream vacation....

I Need Remedial Photoshop

What I Would Rather Be Doing...

Have spent countless hours attempting to create Photoshop dream vacation image.  Am pulling my hair out!  Would much rather be making a 'Livin' on a Prayer' Animoto video.....

A new kindergarten student

"Mrs. Lamme, we have a new student in our kindergarten class, he's invisible." These two were absolutely gleeful as they called me over and made the introduction.  It's moments like that - that keep me going!

Week 7

The Role of Art Education in Teaching Students to be Media Literate Digital Citizen

Since the birth of the World Wide Web in 1993, the amount of information contained there is staggering, since 2008, it's amount of technical information has doubled every two years.   (Rewired, p 153) Our children are bombarded by electronic media from birth.  Zero regulation on advertising has made it possible for our children to be the target of high tech marketing with which they lack the skills and ability to resist.  Parents and teachers alike are digital immigrants. (Rewired, p.72)  We are attempting to guide children through a land where they are the natives, yet lack the developed mental capabilities to discern the terrain for themselves.  It should be the role of art educators, of ALL educators to assist our children in traversing this exciting, but dangerous new frontier.

From the time when FTC was deregulated in the early 1980’s, children in the United States have been the targets of television shows and movies designed solely for the purpose of marketing.  Product placement in video games, interactive website games, television and movies communicate ideas to children about what they want and NEED to be hip, cool, and happy. The YouTube video, Consuming Kids alerts us to neuro-marketing techniques.  By the use of MRIs and brain scanning technologies marketers have the capability to tweak their advertising until they achieve the exact response desired. Marketers respect no boundaries in their quest for brand loyalty from the cradle to the grave. Educated parents, anxious to combat this negative media effect turn to what they perceive as a positive media effect and seat their infants in front of television and videos which claim to promote a boost in everything from speech and language development to an appreciation for classical arts, though no studies support a benefit from this practice. Creative play through which children learn to socialize and problem solve is stripped away as commercials steer them towards toys which leave no room for imagination and deprive them the opportunities to participate in ‘real play’.  Real age is compressed and as our children grow, media continues to bombard them with the idea that they are not perfect because they are not trying hard enough.  Girls are objectified, encouraged to be passive, thin, and sexy, boys are empowered, and violence is presented as being positive. 

Without an education in what it means to be a visually literate citizen, children are victims of the media.  They lack the tools to steer through the vast arena of information on the web.  They can, quite innocently, set themselves as targets for sexual predators and/ or post information regarding themselves or others which could affect them later in life as they apply to jobs or schools.  They may not fully understand what plagiarism means, and suffer severe consequences as a result.  They may participate in cyber-bullying, or be the victim of a cyber-bully.  Already our nation is seeing an epidemic rise in childhood obesity, there is a direct correlation between a myriad of health concerns and the amount of media a child is exposed to. (Consuming Kids)

I like the proposal of George Lucas that language, graphics, art, and music classes be blended as one large ‘Communication’ class with students working on longer sustained projects which require the actual use of critical thinking skills. (Edutopia video, Media Smarts: Kids Learn How to Navigate the Multimedia World.) Coincidentally, my fourth grade students happen to be in the middle of such a sustained project which has tied in with this week’s study in multiple ways.  To fulfill the GLE that they create an example of graphic art, students studied cereal boxes and created a cereal box design of their own. We discussed nutrition facts and they added that information to their box design.  Students viewed the PBS video Buy Me That, which exposes many of the tricks that advertisers employ when marketing to children.  They have written a print ad for the cereal. This week they will break into groups and write scripts for a commercial, which they will then film, and edit.  Initially I had only planned the cereal box design, but as students became engrossed in the project I kept observing connections to their world and looked for ways to make the experience more meaningful.  Having spent so much class time on one project, I am certain that I will run out of time to teach some area of my fourth grade curriculum, but this sustained activity seemed worth that risk.  The point that I am making is this, in education today, the lines should blur!  An art project seemed to be a natural stepping stone to a lesson in consumer science.  Without even being aware I was doing it, I had created an activity such as Rosen describes, “…they can create a media-rich learning environment where children can learn from these images and narratives rather than just merely absorb them.”  (Rewired, p. 164)  It is easy to envision the art teacher incorporating similar sustained lessons on the big ideas of self-esteem and ideals of beauty.  These lessons would be the perfect vehicle for communicating the code of digital citizenship.  Even the youngest of elementary students could relate to the tenets of respecting and protecting themselves and others.  The concept of intellectual property was understood by fourth graders and could be introduced to younger students.

One could argue that these ‘blurred line’ types of activities would take time, and as I have pointed out, maybe even at the expense of the art curriculum.  I would counter with the idea that the art room is ripe with opportunities to synthesize information.  Art teachers are excellent at multi-tasking, we should seize these learning opportunities, and I believe our curriculum will afford that chance.  If not, perhaps it is time to reevaluate ALL curriculum,  making changes to reflect learning which meets the needs of twenty-first century learners.

There is no way that we will ever be ahead of our students when it comes to current technology.  There is no way that we can accurately predict for our students what their future world will look like.  What we can do for them, what we MUST do for them is, through Art or whatever means necessary, teach them the ways to think for themselves.   Only when our students have developed the tools needed to comprehend, create, and question the world in which they live will the goal of creating Media Literate Digital Citizens be realized.

Somewhere between inspirational and downright creepy...

Delicate Boundaries from csugrue on Vimeo.

A Prezi Intertext ( ? )

Week 6 Read & Reflect

How frequently do we sit down to the computer to check e-mail and then, hours later, find ourselves on a site far removed from our original destination? The internet is the perfect vehicle for random thought generation. This week’s Digital Diet readings provides tools which enable users to enhance and refine searches and presents the use of social bookmarking sites as a way to save, organize and share URLs .

Chapter Two of The Digital Diet offers the tools to refine the sifting process, using advanced search options with Boolean logic fields. Using critical thinking skills to structure searches, internet users can navigate result pages finding practical and valid results. How true the Yogi Berra quote at the beginning of Chapter Two of The Digital Diet, If you don’t know where you are going, you’ll probably end up somewhere else. I have little experience with the use of Boolean searches. IS it because I don’t know where I’m going? Learning how Google ‘Page Rank’ works, I agree, the specific information Google thinks I need to know is NOT always the information that I am looking for. I have found myself using the advanced search option more frequently this week and have come to the conclusion that I need more practice to perfect this technique of fine-tuning my searches. I definitely need more experience before introducing the concept of advanced search to my elementary age students.

Chapter Three of The Digital Diet presents the use of social bookmarking as an opportunity to save, tag and share bookmarks with members of a social network.
I had reached the point where I seldom bookmarked sites unless it was a place which I knew, beyond the shadow of a doubt, that I would use again. My bookmark folders were long and disorganized so much so that using them was only slightly more effective than performing an internet search! The most appealing aspect of social bookmarking for me will be as a convenient means to organize bookmarks. Using delicious, I can also see particular benefit in the ability to search through thirty categories of tags and see what’s popular among the other one million users. (http://www.searchenginepeople.com/blog/social-media-by-the-numbers-delicious.html)
I would enjoy being able to access my account from work, though, for now, it is blocked.

Duncum’s article likens the internet to the human brain, in that each is based on an immense network of connections. Each capable of sorting, sifting, making connections, and finding meaning. He speaks of multimodality and the fact that no images stands alone but rather is connected via an association of ‘words, music, or other sounds’. The process of using intertexts is offered as a prospect for exploration and inspiration. The world in which we exist presents us with a bombardment of images every waking hour. None of these images stand alone; each is linked in our brain to a vast network of other sources. This week as I explored the concept of image bookmarking, Dumcun’s reading fresh in mind, I delighted in the ability of an image, to provoke a wide range of emotions, giving pleasure, inspiration, and provoking thought. I plan to start a low-technology intertext on my classroom bulletin board and involve my students in the opportunity to explore the potential of image connections and associations.

Popular Inspiration

Found and LIKED this under the heading Popular inspiration Bookmarks on delicious.

Visual Lexicons

The site http://welovetypography.com/ offers users a quick and easy search of type, typography, lettering, & signage contributed by 'invited members'. Images may be searched by color and / or contributor. Currently there are twenty-five members listed.

http://vi.sualize.us/  is a social bookmarking site for images.  Users can subscribe,submit,search, and  tag  thousands of images.

On http://enjoysthin.gs/ users create an account which gives them a page where they may share text and images enjoyed.  A highlighter allows users the ability to mark what is specifically enjoyed. It looks like a fun place to play!

Inspiration

My only prior experience with Inspiration was when I was required to submit an example created using it as part of a  district Technology Competency.  As I recall,l there wasn't any instruction, just the requirement to demonstrate an ability to use it.  I did my required piece, after all it is very user friendly,the software allows anyone to easily create a graphic organizer.  It wasn't until I had this practical application of planning for a project that I realized what valuable tool it could be.

Inspiration allowed me to visualize the connections between my thoughts in a clear and simple way.  My only problem was knowing when to stop.....I could have gone on forever!