Module 6 – Web 2.0 Tools

Web 2.0 refers to the second generation of internet tools which not only allow users to read information from the web, but also contribute and collaborate via the internet. As Yamamoto suggests, the web 2.0 model is ‘based on enhanced communication and collaboration tools and services, information sharing, and interoperability’ (2010, p. 214). Web 2.0 allows people to participate in web based communities and share information and knowledge, interactively collaborating to create web content. Web 2.0 tools include social media sites, blogs, interactive websites and even CSU’s own Interact2!

Web 2.0 tools could be utilised in the Visual Arts classroom by:

  1. Using a blogging site such as Weebly, WordPress, or Edublogs in order for students to create their own online portfolio.
  2. Educational sites such as Moodle could be used to create a ‘virtual classroom’ for online lessons or supplementary content to complete either in class or as homework. This enables students to learn at their own pace and can be useful in creating an inclusive environment which gives opportunities for all students to learn.
  3. Students can use Dropbox or other similar file saving and sharing software to collaborate on projects, particularly in the BYOD environment.

 

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Moodle can be a great tool for education.

References

Yamamoto, J. (Ed.). (2010) Technology Leadership in Teacher Education: Integrated Solutions and Experiences: Integrated Solutions and Experiences. IGI Global.

Module 6 – Web 2.0 Tools

The TPACK Model

TPACK
Graphic via CSU Interact2

The TPACK framework is a useful guide to successfully integrating technology into teaching. As a beginning teacher, it can be difficult to effectively integrate appropriate technology to teach the desired content. Additionally, as Mishra suggests in his video, technology can change the pedagogical knowledge of teaching. Thus, every time a new technology is selected to use in the classroom, the teacher is required to assess the pedagogical method of teaching that will suit this technology and content. Personally, I believe I fall into the Technological Content Knowledge zone. In my small amount of professional experience, I feel that I have the appropriate technological knowledge and appropriate content knowledge, but sometimes struggle with how to effectively teach these elements.

As a pre-service teacher, the TPACK is a timely reminder of what is involved in the planning stages of any lesson or unit. In my personal experience, it is challenging to consider every part of the lesson in terms of pedagogy, particularly when your pedagogical knowledge has not yet completely formed. While I feel I am growing in confidence in terms of content and technological knowledge, it is difficult to combine all three elements into a successful lesson. This graphic may help in planning wholesome, engaging learning experiences.

 

Image

Module 6 – The Internet and The Classroom.

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Image made using Canva

The internet and the classroom poses many challenges for teachers and students, including copyright and plagiarism issues. This is particularly relevant in the Visual Arts as students are often required to view and analyse artworks, and find and evaluate historical information. These issues could negatively impact the integration of technology into learning tasks as teachers may feel tempted to avoid opportunities for students to access material that they could copy from. Obviously, plagiarism and copyright issues can have severe legal consequences. Additionally, plagiarism and copying can render the task useless as the student who has copied will not gain the appropriate knowledge and achieve the learning outcomes. Steps that can be taken to deal with copyright and plagiarism issues are:

  1. Educate students on these issues. There are a multitude of resources to assist in teaching students about copyright and plagiarism. Students need to understand what they can and cannot do according to the rules and regulations. There is a list of some Australian resources here, and I am sure there are others.
  2. Supervise students when using the internet at school. At a secondary level, it should be rather obvious who is using copy and paste rather than writing their own work. No student should be copying and pasting at any time.
  3. Teach students how to correctly reference artworks and images from Year 7. The importance of correctly referencing artworks and images should be emphasised from a young age. If copyright and plagiarism issues are raised from the beginning of high school, students will not develop any bad habits.
  4. Teach students their rights. Did you know that photographers are allowed to photograph anything they can see when standing on public property, even if it includes areas of private property? Students need to know what they can and can’t do in order to abide by the rules. Perhaps a poster in the art room can help?

 

Module 6 – The Internet and The Classroom.

Module 5 – Technology Integration in Visual Arts

Technology Integration Planning (TIP) Framework

The TIP framework consists of three phases and aims to assist teachers in integrating technology into the planning of their lessons (Roblyer & Doering, 2012, p. 66). The TIP framework provides guidelines to integrating technology in a meaningful, effective way. The three phases of the TIP framework are:

  1. Analysing the teaching and learning needs. Determine the relative advantage and assess TPACK (technological knowledge, pedagogical knowledge, content knowledge).
  2. Planning for integration. Decide on objectives and assessments, design integration strategies and prepare the instructional environment.
  3. Post-instruction analysis and revisions. Analyse results and make revisions.

 

The benefits and challenges of technology integration using TIP in the Visual Arts.

Benefits:

The benefits of using the TIP framework to integrate technology in the Visual Arts is that students will more than likely be provided with an opportunity to experience digital art making mediums from an early stage, allowing them to develop their skills regardless of any other ‘handmade’ medium skills or talents.

The TIP framework also allows Visual Arts teachers to assess the advantages offered by various technologies, meaning an appropriate choice is made. This is extremely helpful for pre-service teachers like myself who have little experience in using technology in the classroom and may be overwhelmed with the choices.

Additionally, students can benefit significantly from the integration of virtual technology which allows them to explore art galleries, museums and other cultural places. The TIP framework can assist the teacher in providing an effective resource to enhance the learning experience.

Challenges

Integrating technology into Visual Arts using the TIP framework presents some challenges, such as the knowledge level and skill of the Visual Arts teacher. As suggested in the example given in Chapter 15 (EBook chap. number) of Roblyer and Doering, not all art teachers feel confident in teaching and assessing skills related to technology. Personally, I do feel I am equipped with the skills and knowledge to teach and assess using technology.

Additionally, teachers must have access to the most effective technology to integrate, which is not always the case. Unfortunately, some equipment can be quite expensive and is not able to be included in the school’s budget.

Teachers must ensure that students abide by copyright and other laws restricting the use of some material. This poses a challenge as teachers must include this knowledge in the content covered.

School hardware may also be difficult to use for integrating technology into Visual Arts as many schools have firewalls or website blogs for any content which may not be appropriate for students. Unfortunately, a lot of Visual Arts content can be covered in these bans, making it difficult to access.

References

Roblyer, M.D. & Doering, A. H. (2012).  Integrating Educational Technology into Teaching: Pearson New International Edition, 6th Edition. Pearson (Intl), 08/2013. VitalBook file.

Module 5 – Technology Integration in Visual Arts

Module 5 – Technology in Visual Arts

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Image made with Canva

Technology and the Visual Arts Curriculum

ICT is specifically mentioned in the Stage 4, 5 and 6 syllabus documents from the Board of Studies in NSW. While there are no specific outcomes which directly relate to ICT, both syllabus documents address ICT in the following ways:

Visual Arts Years 7-10 Syllabus, Board of Studies NSW

  • Mandatory (Years 7-8), Elective (Years 9-10) and Life Skills (special education) courses are required to provide at least the following: ‘across 2D, 3D and/or 4D forms particular opportunities to engage with Informations and Communication Technologies (ICT) must be provided for students to have experience of: 1) graphics-based programs to create and manipulate digitally generated images (including scanned images, digital camera, internet images, CD), video stills, animations and web page designs. 2) importing images (through scanning, internet, digital camera and CD) into graphics and word-processed documents’.

Visual Arts Years 11-12 Syllabus, Board of Studies NSW

  • Students in Year 11 are required to explore a range of art making materials including digital art forms such as photography, graphics, videography and animation. Students should be given access to such resources if possible. Students in Year 12 undertake a major project in the medium of their choice, which does not have to include ICT.

 

 

Technology in Visual Arts Classrooms.

I would try and provide as many opportunities as possible for students to meaningfully engage with ICT, both in art making and historical and critical studies. There are many ways to integrate technology into Visual Arts, including the following:

  • Blogging/website – An online portfolio or blog can be an ongoing tool to assess students either in art practice or historical and critical studies. Particularly relevant for Stage 6 students who can document their major work.
  • Digital units: I would include at least one unit per year in each class that made use of the technological resources of the school, whether that be digital photography, videography, animation, editing or any other digital tools available. This could include the use of digital cameras, software such as Adobe Photoshop, Premiere Pro or Flash, video cameras, computers or microphones.
  • Assessment based on digital submissions: I would include at least one historical and critical studies assessment which is based on digital work. Examples could be websites (Edublogs, Edmodo), presentation software (Prezi, Microsoft PowerPoint, Vimeo), word processing (Microsoft Word), internet research or podcasting.

References

Board of Studies NSW. (2003). Visual Arts Years 7-10 Syllabus. Board of Studies, Sydney.

Board of Studies NSW. (2009). Visual Arts Stage 6 Syllabus. Board of Studies, Sydney.

Roblyer, M.D. & Doering, A.H. (2013). Integrating Educational Technology into Teaching: Pearson New International Edition, 6th Edition. Pearson (Intl) VitalBook file.

Module 5 – Technology in Visual Arts

Module 4 – Interactive Whiteboards

Interactive Whiteboards (IWB) have become commonplace in a large number of Australian classrooms. As Lacina mentions, there has been suggestion of the interactive whiteboard causing students to be ‘spectators’ rather than critical thinkers (2009, para. 2). If this is the case, I would suggest that the interactive whiteboard is not being utilised appropriately. While is is a great tool to share visual content with students, it is also a great tool to create interactive and collaborative learning environments. For example, students can collaboratively create a piece of writing, an artwork, a presentation or a collage using the interactive whiteboard. Of course, the utilisation of this technology depends on the software and hardware it is used with.

The interactive whiteboard has a multitude of benefits such as appealing to visual learners and more interactive and engaging content (Lacina, 2009, para. 6). For this reason, the interactive whiteboard can be en extremely effective tool when used in a variety of ways to deliver a range of content. Conversely, the mere cost of such technology can be a significant factor in deterring schools from providing such tools (Winzenried et. al., 2010, p. 1). Additionally, the use of an IWB only as a projector to display content can become as monotonous as writing on a chalk board and disengage students. In order to utilise an interactive whiteboard to its full potential, a variety of presentation, interactive and visual content must be used. Like any classroom technology, the success of the IWB depends on how effectively it is implemented into teaching and learning strategies to successfully convey content.

References

Winzenried, A., Dalgarno, B., & Tinkler, J. (2010). The interactive whiteboard: A transitional technology supporting diverse teaching practices. Australasian Journal of Educational Technology 26(4).

Lacina, J. (2009). Interactive whiteboards: creating higher-level, technological thinkers? Childhood Education, 85(4), 270-272

Module 4 – Interactive Whiteboards