CEP 822: Annotated Bibliography

Lacey Spieth

Annotated Bibliography

CEP 822: Approached to Ed Research

July 18, 2012

Buffington, M.L. (2010). Podcasting Possibilities for Art Education. Art Education, 63(1), 11-16.

Bluffington’s article provides the practices of the Web 2.0 application, podcasting,  in the contemporary art world. The author portrays using podcasts and other Web 2.0 applications as a necessity in teaching 21st century artists. Illustrating the uses of Web 2.0 and podcasting by artist, the author states, in order to engage students with contemporary art, educators should use the tools of contemporary artists.  The article includes observations about the positives and negatives of podcasts in the visual arts field and the correlations to classroom uses. The author breaks down the process of creating a podcasts and addresses the different parts of the podcast including, format, tone, length, sound quality, and process. Bluffington ends the article with potential podcasts uses in the classroom, such as using existing podcasts for instruction and creating new podcasts for comprehension and presentation.

Buffington, M.L. (2008). What is Web 2.0 and How Can it further Art Education. Art Education, 61(3), 36-41.

The article begins with defining the term Web 2.0 and providing examples for the viewer in order to make the connection. The author continues to explain the vast change in the internet with Web 2.0 technologies, such social networking. The technologies introduced with Web 2.0 allow for a simple and inexpensive way for people to input technology on the internet, which the author states because of the ease of the tools content can be updated quicker and easier on the web. The author continues the article by describing in detail different technologies offered by Web 2.0 and how one might incorporate them into a classroom setting, including social bookmarking, blogs, Myspace, and podcasts.

Myers. E. (2009). Photography Education in a Web 2.0 Classroom. Knowledge Quest, 37(4), 36-39.

A brief article on using Web 2.0 in a high school photography course. The author shares personal stories on using blogs, wikis, Skype, and Facebook as a teaching tool. The author shares the success of integrating Web 2.0 applications into a photography classroom, such as the capabilities to communicate with other high schools through Skype, blogs and wiki’s. The author uses Facebook as a platform to communicate with students on upcoming photo assignments as well as a way to stay in contact with past students who still have an interest in technology. The author ends the article by illustrating the enthusiasm and professionalism that has been displayed by students since the implementation of Web 2.0 applications in the classroom.  

Gooch, K., & Saine, P. (2011). Integration of the Visual Arts and Web 2.0 Technologies in the Classroom. New England Reading Association Journal, 47(1), 92-100.

The article illustrates the integration of Web 2.0 technologies and the visual arts in all leveled classrooms. The article states the importance of the integration of the two into the curriculum is very important due to the change in literacy. The article suggests that students who have technology and visual arts integration will be more likely to thinking critically, as well as analyze and interpret information, in return creating more successful writers. Due to budget cuts, the author illustrates the importance for teachers to implement technology and arts into their classroom, and states that these will no longer be done as a special and separate activity, but should be incorporated into daily classrooms. the article continues with example Web 2.0 technologies that incorporate the arts at each grade level, such as blogs, podcasts, wikis, and online galleries.

Taranto, G.; Dalbou, M.; Gaotano, J. (2011). Academic Social Networking Brings Web 2.0 Technologies to the Middle Grades. Middle School Journal, 42(5), 12-19.

The article is a introduction to social networking in an academic structure and describes how it is being used at Canonsburg Middle School in Pennsylvania. The authors portrays that today’s students have grown up with technology and it is second nature for them to use it. One of the problems in the classroom, is that students do not have the ability to utilize these technologies in class like they do outside the classroom walls. Embracing these technologies offers the teacher valuable teaching moments, like digital citizenship. The authors then continue on academic social networking, such as a wiki or a blog. The article provides two examples from  Canonsburg Middle School in Pennsylvania using Web 2.0 technologies. The two examples show how teachers have implemented wikis in their classroom as communication and comprehension tools, including statements from students on their perspective of using a wiki.

Tillander, M.(2011), Creativity, Technology, Art and Pedagogical Practices. Art Education, 64(1), 40-46.

The article is a collection of studies by the author on creativity and its relation to art and technology, as well as the pedagogical practices employed through art education and technology. The article discusses the definition of creativity in association to new technologies, as new tools for one to use as an outlet for creativity. The article continues with the definitions and relationship between creativity and the visual arts emphasizing on creativity, as a problem solving method. As the article progresses, the author touches on technology and art, with a brief history and application of the two. The author further illustrates the point that children creating in an art classroom, will assist them later in today’s technological culture. The author introduces 21st century artists as examples of combining traditional art methods with new media, such as washington based artist Tim Tate. The article continues with information on why teachers should be implementing and embracing new technologies, and why they should be sharing them with up and coming educators before them come into the classroom. The author concludes the article with the pedagogical practices with art and technology.