Artistic Thinking Week 3

Week 3

Read & React:

“Rewired Chapter 3

This chapter discusses the technological evolution of the iphone and its increase in use among 21^st century students.  The chapter argues that because the iphone is a handheld device that is carried with students, it connects students to information and communication, and should be utilized within the classroom.  “Why not choose their favorite communication tools as ways to reach them?”  The chapter proposes something called mLearning.  This model of learning would be through the use of a mobile phone based on five important concepts:

1.     Information is available anywhere there is Internet access.

2.     Information is available anytime.

3.     Information is available through devices that are becoming commonplace and will soon be affordable to most people.

4.     Information can be “pushed” from the environment to the student and “pulled” by the student from the environment. 

5.     The learning environment is fluid and adapts as the learner learns.   

I do wonder, however, if this idea of using a phone as an education tool would cause some discrepancies among students.  What if a student doesn’t have a phone?  Would the school provide phones for students?  Would a student feel left out or singled out if they were one of few students without a phone?  Would it raise attention to social classes within the classroom? 

When discussing Mobile Virtual Learning Environments, the chapters states that they should have the following features: Engaging environments, environmental flexibility, relevant learning strategies, material interactivity, human interactivity (peer-to-peer communication), student-centered (responsibility for learning belongs to student rather than teacher), collaborative, and available 24/7. 

The article promotes this type of learning because “presenting material through a variety of senses, including the ears, eyes, and sense of touch—promotes more opportunities for learning and enhanced retention of material.”   Learning strategies used through a mobile device lends itself to be available and adaptable to individual learning styles. 

One paragraph I found interesting was from an issue of the Journal of Computer-Assisted Education:

One hundred years ago people traveled to music halls or concerts to be entertained.  Then broadcasting and the gramophone brought mass entertainment into every home.  Now a second revolution is underway as millions of people download music from the Internet to personal players, and create and share media on sites such as Flickr and YouTube.  One hundred years ago children traveled to schools to sit in rows and be instructed by a teacher.  Today, they still do the same.  Why is education so resistant to chance?

            The last few lines of this quote really struck a chord with me.  Education is the same as it was one hundred years ago, and yet our world has changed drastically.  It would only make sense that education would adapt along with the world.  If education is suppose to produce the world’s future workers and creators, then education must be up to date, if not ahead of its time. 

Digital Diet Chapter 7:

All about creating a blog I’ve already created!

Teaching with the Tools Kids Really Use – Chapters 2-4

These three chapters cover technological tools kids use outside of the classroom and make an argument for their responsible use inside the classroom. 

Cell phone – Some educators are pushing for getting their students to view their cell phones not as a toy, but as a tool.  This would allow students to participate in activities that are both engaging and instructive.  Many educators also believe that today’s modern students need to know how to find information rather than memorize information.  Students must learn information literacy and content production.  To do this successfully, however, the chapter recommends giving students ground rules.  This could involve working with students in order to establish classroom expectations, consequences for misuse, etc.  The chapter also gives examples of how a smart phone could be used in class.  One such example is using the camera phone.  Students could use photos to inspire creative writing, during field trips, to capture photos of objects for further learning or classification, etc.   Other relevant attributes listed in the chapter are podcasts, online surveys, and research and study aids.  

MP3 Player - Chapter 2 discusses mp3 players by opening with quantitative data: “In 2006, 54% of all U.S. teens owned at least one MP3 player that they used more than 16 hours per week primarily to listen to music or watch video.”  Much like the cell phone, the chapter pushes for encouraging students to use their MP3 players as a tool.  “Educators need to focus on helping students learn to use MP3 players effectively and ethically to promote growth in critical thinking, problem solving, and workplace skills.”  One example of how podcasts could be used in class is to “Help English language learners improve their skills in English.”

Netbook - The last chapter is on netbooks, which honestly, I don’t feel is as applicable.  Personally, I’ve never really seen anyone with a netbook inside or outside of class, only laptops or ipads.  I could be wrong, but I feel netbooks are outdated?

How to Use Blogs in a classroom:

I would imagine in a classroom of middle school students and older, using a blog much like we do in this class would be very successful.  This would allow students to: customize their learning experience and how they express ideas, make choices, and give students freedom by accessing this learning device when they want and where they want. Students could also use websites like pinterest to research and discuss artist’s works and post things that interest them.  A large part of being an artist is knowing other artists work.  Pinterest could be a fun way to get students more involved in the art world and culture.  

Enrichment option:

How classroom teachers are using ipads:

ipads can be used in all subject areas today to further classroom learning.  One 4^th grade teacher created an app for the ipad (or iphone) in order to help kids learn math and keep them interested and engaged.   The app is called “Math Evolve” and is a part of this teacher’s idea of interaction education.  It presents math in the form of a game so that students have fun while they unknowingly learn math.  The teacher found this increased their math skills.

            In specific regards to the art classroom, teachers are using the ipad app “Brushes” to create art on the ipad.   Even famous artists, such as David Hockey, have embraced this new media of art.   This specific form of creating art allows students to use layers, transparencies, and textures, and see their importance from the process to the final image. 

            Another teacher taught students Surrealism by using the “Facemelter” app.  Students created “melting self-portraits” by using the app on ipads.  This is yet another fun way to learn an importance concept in art through the use of the ipad in the classroom. 

Due to an unfortunate hard drive crash, this is temporarily the only way I can show some of my work.  I made this portfolio online around the time I graduated:

http://cjcww4.wix.com/christinecover