VoiceThread

I am using VoiceThread to introduce and instruct students on how to use the 4-Step Critiquing Process for Artwork to critique a photograph. From my thread, students will work in collaborative groups to create their own thread with one of their own photographs.

https://voicethread.com/share/9095614/

Constructivist Learning Theory, Teaching, and Learning

Patti Saraniero states, “Constructivist learning theory is built on the work of psychologist Jean Piaget, who believed that children build their own meanings through play and their experiences” (Saraniero, n.d.). People learn best when they build their own artifact or something they can share with others (Lareate Education, 2015e). The relationship between these theories, instructional strategies, and technology tools is that the learning is structured with strategies and the tools to support the experiences. The classroom environment should be learner-centered where knowledge and the creation of knowledge is interactive, tasks should be authentic, learning is relevant & meaningful, and learners questions are valued (Teacher toolbox).

Here are a list of some instructional strategies;

• Create real world environments that employ the context in which learning is relevant (Brooks and Brooks, 1999)
• Focus on realistic approaches to solving real-world problems;
• The instructor is a coach and analyzer of the strategies used to solve these problems;
• Scaffolding learners activities;
• Stress conceptual interrelatedness, providing multiple representations or perspectives on the content;
• Require students to apply, use, or process the information;
• Use group work (collaboration) requiring students to discuss the material, so that peer checking and teaching takes place.
• Instructional goals and objectives should be negotiated and not imposed; (Martin-Stanley & Martin-Stanley, 2007)
• Assessment and Evaluation take many forms. It should serve as a self-analysis tool in which learners self reflect about the learning experience (Saraniero, n.d.).

Another strategy is to use project-based learning to support constructivist learning. Great teachers will foster ways to give students a relevant reason to learn skills and then let them show they have learned the skills by what they could do, which could include an artifact or project (Johnson, 2013). This is a primary focus of my assignments in my art classroom. Problem solving also helps learners gain a clearer understanding of lesson concepts (Pitler, Hubbell, & Kuhn, 2012).

Technology helps to support these strategies and to foster the learning experiences. Technology offers flexibility and adaptability, learners of constructivist theories have altered and been empowered through the use of technology (Ford & Lott, n.d.).  Some examples of technology to support the constructivist theory include; 

• Graphic organizers to help students with scaffolding to attain higher levels of understanding (2012).
• Video-based scenarios to pose problems and help/support student problem solving.
• Simulations to allow for exploration and to test hypotheses.
• Multimedia products to illustrate and report learning
• Internet research
• Instructional games

The strategies I use currently would include collaboration, allowing students to work together and problem solve, create learner-centered environment where I am a facilitator, and create authentic, relevant tasks that are meaningful. Some of the technology I use on a daily basis would include; graphic organizing apps such as Explain Everything to help students to create and share projects, Adobe Photoshop to edit, NearPod as a formative assessment tool, and manipulate images, Google Docs to create student portfolios. In relationship to the ISTE Standards as a teacher, I design and develop digital age learning experiences and assessments  and model this digital learning along with the students (ISTE, 2008). The ISTE Standards that I address in regards to the students would include;

• Standards 1: creativity & innovation, 
• Standards 2: communication & collaboration
• Standards 3: research & information fluency
• Standards 4: critical thinking, problem solving, and decision making (ISTE, 2016).

Applications that I found in my research for this module could include incorporating these strategies. I use scaffolding with my drawing units as we build upon previous skills from project to project and even class to class allowing student to make relevant connections to why we did what we did. Other applications that I found are giving multiple prospectives on the content of the lesson to meet the needs of diverse learners. How I might go about integrate these sources into my GH would be allowing the students to problem solve with the support of the technology. An example of this might be in the construction of something in one of my sculpture classes. At times there is no one right way to build something. Through research and even trial and error my students will be constructing an understanding of different ways to go about this “construction” through their experiences. 

Edward Jadallah states, “Constructivist teaching and learning involve students in experiences in which they construct conceptual understanding through process of exploring, analyzing, and evaluating factual examples” (Jadallh, 2000).

Brooks, M. & Brooks, J. G. (1999). Retrieved from: http://www.ascd.org/publications/educational-leadership/nov99/vol57/num03/The-Courage-to-Be-Constructivist.aspx

Teachers toolbox. Retrieved from: http://www.teacherstoolbox.co.uk/Constructivist_Teaching_Strategies.htm

Ford, K. & Lott, L. (n.d.). Retrieved from: https://sites.google.com/a/boisestate.edu/edtechtheories/the-impact-of-technology-on-constructivist-pedagogies-1

Glazer, E. (2001). Problem Based Instruction. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu/

International Society for Technology in Education (ISTE). (2016). Standards for students. Retrieved from http://www.iste.org/standards/standards/for-students-2016

International Society for Technology in Education (ISTE). (2008). Standards for students. Retrieved from http://www.iste.org/standards/standards/standards-for-teachers

Jadallah, E. (2000). Constructive Learning Experiences for Social Studies Education. Retrieved from: http://eds.a.ebscohost.com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?sid=223bd821-b148-4947-8a6f-fca9f4b8f489%40sessionmgr4008&vid=6&hid=4210

Johnson, B. (2013). Great Teachers Don’t Teach. Retrieved from: https://www.edutopia.org/blog/great-teachers-do-not-teach-ben-johnson

Martin-Stanley, B. & Martin-Stanley, C. (2007). Constructivism and Technology: Strategies for Increasing Student Learning Outcomes. Retrieved from: http://www.nssa.us/journals/2007-29-1/2007-29-1-15.htm

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.

Saraniero, P. (n.d.) Constructivism: Actively Building Arts Education

A brief introduction to constructivism and how arts educators can utilize it effectively. Retrieved from: https://artsedge.kennedy-center.org/educators/how-to/from-theory-to-practice/constructivism

Behaviorist Learning Theory, Instructional Strategies, and Technology Tools

The relationship between behaviorism, instructional strategies and technology tools is the reinforcement of positive behavior and the encouragement of effort. Pitler, Hubbell, & Kuhn state, “The instructional strategy of reinforcing effort enhances student understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler, Hubbell, & Kuhn, 2015. p. 57). Behaviorist emphasis changes in behavior that results from an action, good or bad, and a consequence, positive or negative (Standridge, 2017). By reinforcing appropriate behavior through praise and practice students learn and achieve more. The use of technology is very helpful and helps to support student learning in several ways. Examples of these include; 

• Data collection to monitor effort (Pitler, Hubbell, & Kuhn, 2015. p.58-62) through such apps as ClassDojo (Mims, 2013). 
• Providing recognition to a wider audience then just the classroom utilizing blogs and such websites as Flickr (Pitler, Hubbell, & Kuhn, 2015. p.68)
• Utilizing communication and Collaboration software such as podcasts, texting, and emails (Pitler, Hubbell, & Kuhn, 2015. p.70)
• Instructional Interactive's such as Kahoot and other educational games. 
• Through homework which allows for practice by students at their own time and pace as well as collaboration with other students. Some of these include internet-based lectures and exercises as homework, with an example of this being the Khan Academy, these environment of the classroom also creates attributes of a flipped classroom (Johnson, 2015)

These tools should provide appropriate praise and encouragement, be flexible, an understanding that educational goals are the starting point and that technology is there to help with those goals, authentic feedback and open-ended (Moorehead, 2014). 

Another great example of using technology to support student learning comes from Mr Ekuban, a lead teacher who manages freshman orientation. My Ekuban uses data collection tools, in this case a rubric, to collect anonymous effort data and stories from successful upper classmen from his school’s National Honor Society. He than shares this data with the freshman during the orientation to show them ways that they too can succeed and overcome difficulties with a good attitude and effort (Pitler, Hubbell, & Kuhn, 2015. p.62).

As a teacher I believe that it is important to reinforce positive behavior and encourage effort. I try to recognize student’s actions and effort through positive and sincere praise, praise that promotes self-determination and can actually influence intrinsic motivation ((Pitler, Hubbell, & Kuhn, 2015. p.63). In my art classroom, I praise students based on their work, how they may have solved a problem that they encountered, and even how well they took care of their materials. Some technology tools that I do and plan to use would include Nearpod, which I use to check for understanding and allows for me to give real-time and authentic feedback to a student. ClassDojo is another app that I have chosen to utilize to check for effort and keep track of the students to make sure they are on task (Mims, 2013). These tools support the ISTE Standards for Teachers, more specially standard 2.) Designing and development of digital age learning experiences and assessment by collecting data to show student’s effort (ISTE, 2008). Utilizing Nearpod, the ISTE Standards for students are being supported. These include standard 2.) communication and collaboration and standard 4.) critical thinking, problem solving and decision making. (ISTE, 2016).

I feel that I gained a better understanding of behaviorism and how teaching strategies can bring out the best of students if it is appropriate and authentic praise and encouragement of positive behavior and effort. I see the importance of collecting data so see and share students good deeds and efforts to share not only with them but to a wider audience. Ways that I feel that I can integrate aspects of this research into my Genius Hour activity would include to importance of effort. The Genius Hour is a big undertaking and students must understand that they must stay the course and that their effort, if true, will allow them to be successful. I see that I can utilize ClassDojo to track and encourage appropriate behavior and effort with the students as they undertake the GH application. We would work together to establish what is appropriate behavior and what good effort should look like. I will use NearPod to communicate with the students to gage how they are doing. These tools provide real-time communication and collaboration between students and the teacher (ISTE, 2016). 

Resources:

International Society for Technology in Education (ISTE). (2016). Standards for students. Retrieved from http://www.iste.org/standards/standards/for-students-2016

International Society for Technology in Education (ISTE). (2008). Standards for students. Retrieved from http://www.iste.org/standards/standards/standards-for-teachers

Johnson, K. (2015). Behavioral Education in the 21st Century. Journal Of Organizational    Behavior Management, 35(1/2), 135-150. doi:10.1080/01608061.2015.1036152

Laureate Education (Producer). (2015a). Behaviorist learning theory [Video file]. Baltimore, MD: Author.

Mims, L. (2013). Classroom Behavior? There’s an App for That. Retrieved from: https://www.edutopia.org/blog/classroom-behavior-classdojo-app-lisa-mims

Moorhead, L. (2014, September 3). There’s no app for good teaching. Retrieved from http://ideas.ted.com/theres-no-app-for-good-teaching/

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.

Standridge, M. Behaviorism. Department of Educational Psychology and Instructional Technology, University of Georgia. (2017). Retrieved from: http://epltt.coe.uga.edu/index.php?title=Behaviorism

As an art teacher, I feel at times I have a disconnect with technology, students create paintings and drawings using simple tools such as brushes and pencils. Looking at how I use technology in my art classes prior to taking this course, I see that I post assignments online, use a grading program, show Youtube videos, and display other visual resources. I am finding that I have really only cracked the tip of the ice berg. This course has opened my eyes to Twitter, Instagram, and other such “social media” tools that I can use to share and promote students work, share documents, collaborate with colleagues, and look for solutions to issues I might face with technology (Richardson, 2010). I also became more inspired to make better use of the technology I already have in my class. This course has given me more courage to try to learn more Web 2.0 tools and that it’s ok to just take small steps in using these tools. I see the importance of teaching 21st Century tools to help our students with career readiness and college. I plan on utilizing resources and other data to find and create better formative assessments. One of these such tools is Nearpod, in which I can check the students understanding as the lesson is going on similar to Jeff Houston. He uses the data from his student’s wikis as an formative assessment tool to gauge where his students are during the lesson rather then at the end where it might be too late (Laureate Education, 2015e).

Ways in which I have deepened my knowledge of teaching and learning process with respect to integrating technology in the classroom is modeling tools myself. I would like to model Web 2.0 tools that I want to incorporate into the class such as Instagram and blogging. By modeling these tools, I can better share my struggles and successes with the students and I become more comfortable in using them. I need to model the learning myself. I feel that by integrating tools that students are already comfortable with can engage learning. Also with Web 2.0 tools such as blogs where students are posting to others online, critical thinking is enhanced. Their post responses are more throughly composed due to a greater exposure and authentic large audiences (Miller and WIlliams, 2013).  In applying this knowledge to facilitate the changing classroom of the 21st Century, I would build in more opportunities for collaboration, a key skill that our students will need in their futures (Laureate Education, 2015o). I will utilize and incorporate the ISTE Standards for both students and teachers (ISTE, 2008, 2016). Continue to model using tools

I see Instagram as a very valuable social media tool that I could utilize in my classroom. This is a great tool to use to publish and share students work to an authentic large audience of original content (Guymon, 2014). This is a great way students could share their work beyond just the hallways of the school. They can easily share with family and friends. We are a 1:1 device school with the students having iPads. These iPads come preloaded with apps they need for our school such as Explain Everything and Google Docs. Beyond these apps, teachers can request that their students in their classes be given access to specific apps. I think one road block of using Instagram is if it is acceptable app for the students to use as well as will the filters block them from truly using. I believe I would need to talk with my administration and suggest ways that I could create a responsible safe environment for the students to use Instagram. In this way, the ISTE Standards of teaching digital citizenship would fit in how the student uses this tool to practice safely and responsibly.  Other ISTE Standards for students that this assists are Standard 1. Creativity and Innovation, Standard 2. Communication and collaboration and Standard 6. Technology operations and concepts (ISTE, 2016). 21st Century skills that would develop with the use of instagram would include communicating ideas, information technology and creativity. In accordance to the ISTE Standards for teachers, I as the teacher would facilitating students creativity in what they post to Instagram, and model digital citizenship in how they post.  

Two Smart Goals that I could possible incorporate into my classroom environment would be;

Smart Goal 1.  By November of next year, I will have 80% all my students in every section will use Instagram to post artwork to and create a portfolio on. 

Smart Goal 2. By November of next year 80% of my 1st trimester students will take an online pre and post test to support growth data in my classes. 

References

Guymon, D. (2014). Using Social Media to Teach Visual Literacy in the 21st Century Classroom. Retrieved from https://www.edutopia.org/blog/social-media-visual-literacy-classroom-dave-guymon

International Society for Technology in Education (ISTE). (2016). Standards for students.

Retrieved from http://www.iste.org/standards/standards/for-students-2016

International Society for Technology in Education (ISTE). (2008). Standards for teachers. Retrieved from http://www.iste.org/standards/standards/standards-for-teachers 

Laureate Education (Producer). (2015b). Skills for the 21st Century [Video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2015e). Spotlight on technology: Collaboration through wikis [Video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2015o). Transforming the classroom with technology: Part 3. [Video file]. Baltimore, MD: Author.

Miller, W., Williams, R. (2013). Preservice Teachers and Blogs: An invitation to Extended

Reflection and Conversation. Art Education, 66 (3), 47 - 52

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin.

Blogging about the "Art Criticism" process

 


   

     I think blogging can be a very powerful Web 2.0 tool in the art classroom."Blogging is a genre that engages students and adults in a process of thinking in words, not simply an accounting of the day's events or feelings" (Richardson, 2010 p. 20) As a high school art teacher, I see a great use for students (and teacher) to discuss and collaborate ideas and thoughts. This blog would be generated around the thought of having the teacher post an image of a famous piece of art. The students would then use the art criticism process of description, analysis, interpretation and judgement to discuss the piece of art with their classmates (and guidance from the teacher).
     Initially, I would model the blogging process with the students on critical thinking skills, appropriate responses, etc... as well as blogging guidelines pertaining to spelling & fact checking and have a clear rubric for grading. In reading an article in the Art Education Journal, the author states, "To encourage students to continue to blog, take time in class to look at student blogs and discuss the responses and comments in class. As the instructor, be sure to comment on your students' blogs and model good responses and comments to reinforce quality blogging within your online community" (Miller & Williams, 2013). One of the goals would be to have well thought responses and avoiding the "YES" I like the piece, or "NO" I don't like the piece.
     At first they may pair up in groups of 2 or 3, but eventually be on their own. I think this would be a powerful way for the students to collaborate and discuss pieces of art. I see this as the students bouncing ideas off each other about what they see in the painting to why did the artist create it and the meaning behind the piece. Will Richardson states as cited by learning specialist Fernette and Brock Eide's research shows that blogs can

• Promote critical thinking and analytic thinking
• Be a powerful promoter of creative, intuitive, and associated thinking
• Promote analogical thinking
• Powerful medium for increasing access and exposure to quality information
• Combine the best of solitary reflection and social interaction (Eide Neurolearning Blog, 2005)

I think that these points fit in perfectly to what I'd be having the students do. I'm excited for the fact that in their final part of the criticism of judgement, they might come to the same conclusion that it is a good piece of art but might not like the piece personally and they could reflect on this fact. 

     The two ISTE standards for teacher met by using blog are: (1) Facilitate and inspire students learning and creativity. Once blog is created, teacher would model the whole process by promoting, supporting, and modeling creative and innovative thinking and inventiveness. Promoting students reflection using collaborative tools to reveal and clarify students understanding and thinking, planning, and creative process. Finally model collaboration knowledge construction by engaging in learning with students and peers in face to face and virtual environments. (4) Promote and model digital citizenship and responsibility. Teacher would promote and model digital etiquette and responsible social use of technology and information. 

     Additionally, the two ISTE standards met by student through blogging and how they are met are: (2) Communication and collaboration, students will communicate information and ideas effectively to multiple audiences using a variety of media and formats. (5) Digital Citizenship, students will exhibit a positive attitude towards using technology that supports collaboration, learning, and productivity. Again, blogging can be a very powerful tool that allows students to use critical thinking and collaboration along with developing others such skills. 

References

Eide Neurolearning Blog. (2005, March 2). Brain of the blogger. Retrieved September 25, 2005, from http://eideneurolearningblog.blogspot.com/2005/03/brain-of-blogger.html.

International Society for Technology in Education (ISTE). (2016). Standards for students. Retrieved from http://www.iste.org/standards/standards/for-students-2016

International Society for Technology in Education (ISTE). (2016). Standards for teachers. Retrieved from http://www.iste.org/standards/standards/standards-for-teachers

Miller, W., Williams, R. (2013). Preservice Teachers and Blogs: An invitation to Extended Reflection and Conversation. Art Education, 66 (3), 47 - 52

Richardson, W. (2010). Blogs, Wikis, Podcasts and other Powerful Tools for Classrooms (3rd ed.). Thousand Oaks, CA: Corwin.