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.

Research Project: Introduction and Background

Technology is a crucial part of education in the 21^st century. Teachers are learning and implementing more and more technology into our classrooms every day. Visual art classes are covering digital photography, animation and graphic art, teaching students different technology based art mediums. The importance of learning technology based art mediums is clear, but what are the benefits of integrating Web 2.0 applications in a visual arts classroom? This is the topic I will be researching for my project.

As a K-12 art educator, I am interested in integrating Web 2.0 applications into the art curriculum as part of my technology implementation. The administration at my school has pushed for more technology in our classrooms, which is stated in our school improvement plan. As of now, I have integrated the use of an interactive whiteboard during lectures and demonstrations, created a teacher website for communication purposes, as well as posted student artwork online for a public forum of presentation at Artsonia.com. I feel that my technology integration is great, but my students are sitting back and watching me use technology.  In order to further my students' competency in technological applications and create a more hands on learning environment, I would like to explore the benefits of integrating Web 2.0 applications, such as blogs, Twitter, social networks, etc.

The practical significance of this question is to study the positives and negatives of implementing Web 2.0 applications in the visual arts and whether the students will become more successful and competent art students because of the implementations. Art educators from all grade levels can benefit from the research of this question. Educators will be able to make an informed decision on whether Web 2.0 applications are beneficial in their classroom.

One article I read was, What is Web 2.0 and how can it further art education? Originally published in Art Education, a publication put out by the National Art Education Association. The article suggests the implementation of Web 2.0 and practical uses of specific applications such as social bookmarking and blogs. Bluffington’s (2008) study found the following:

The two aspects of Web 2.0 that make it particularly well suited for art education are the creation of new content and the social aspects of the technologies. Because art is inherently about creating, using Web 2.0 to create offers artists, art teachers, and art students a new medium. We know that there is a social dynamic to classroom and museum learning. Thus, the fact that Web 2.0 involves both creation and social dynamics differentiates it from previous technologies and makes it specially appropriate for art education. (p. 6)

I also found a PowerPoint from a presentation by Cris Guenter Ed. D.  from the Department of Education on Using Web 2.0 Tools in Art Education, which illustrates the rise of mass social media and its comparison of the old Web and Web 2.0. The PowerPoint explains the uses of multiple Web 2.0 tools with direct correlations on how to use them in your classroom and professional life.  It seems that many educators, including art teachers, are researching the benefits of Web 2.0.

Resources:

Bluffington, M. L. (2008) What is Web 2.0 and how can it further art education? Art Education. Retrieved July 9, 2012 from the DavisTAH Wiki: http://davistah.wikispaces.com/file/view/what+is+web+2.0+and+how+can+it+further+art+education+-+pro.pdf

Guenter, C. (1998). Using Web 2.0 Tools in art education: your classroom to your state association. [PowerPoint slides]. Retrieved from http://www.arteducators.org/.../Guenter_Using_Web_2.0_Tools_in_Art_Education. pps

Wicked Problem Project: CEP 812

The Educational Need:

As an art educator, I am responsible to assist senior art students to prepare and create a portfolio of their artwork in preparation of college reviews. Students entering colleges and universities to pursue the fine arts have opportunities to apply for art scholarships with a portfolio review for their high school artwork. College professors will critique the art and offer scholarships to those who they see potential in. . Typically, students collect all their artwork and physically take their art to the colleges and universities, but recently schools have requested digital files as the medium for the artwork to be submitted. My wicked problem is to provide a unique way for students to create a portfolio using technology. 

The Solution:
Using the web-site creator Weebly.com students will create an online art portfolio. The students will be able to have images and text readily available for any interested college and university. Using a website will allow the students to organize the information and artwork more efficiently than using a blog. The Weebly service is free and allows educators to set up accounts for their students.

The Scope:

Students will begin the digital portfolio project as Juniors in high school. Students will begin research on the admission process to schools of their choice in order to create a portfolio for their target audience. Student will also be given short lessons on photographing artwork and will review good design practices.  I will set up a Weebly account for each student, so they can begin the design process. The students will continuously add information and upgrade their website as they progress through their junior and senior year.
Research:

As we have learned in CEP 812, technology is becoming more and more a part of the educational environment. It is no surprise that the art education world is changing too. After a simple Google search on high school art portfolios I learned the request for digital formats is in demand. Although, it is very important for students to contact individual schools to be sure to meet their admission requirements. One thing I learned during my Google search, was specific schools may have very specific requirements for art portfolios. It is crucial that my students contact schools directly for all admission requirements. Most schools are not requesting the actual art pieces from the students, which further showcases my need. I read an online article from the NY Times that discussed what should be in an art portfolio. This information will be good to share with students, in order to assist them in what work should be put into the portfolio. I would like to see information from other art educators as what they are doing with their senior students.

The Plan:

Due to the fact that my school year is over, I will be having a junior in high school begin work on their online portfolio as a test run. This particular student is very serious about an art career and plans to attend an art college after graduation. Luckily, I can still contact this student and she is willing to get started this summer.  She will begin submitting photos and text to her webpage and continue the process next school year. When the 2012-2013 school year begins I will be able to assist the other junior and senior art students in preparing an online portfolio during the digital arts course or the after school art club. I have considered creating online portfolios or blogs for all art students, as a medium to showcase their work and writings.

Success: 

As mentioned earlier, I will be using this summer session as a test run with the Weebly program and incorporating online portfolios, hopefully clearing any roadblocks for the fall. The student volunteer and her parent will be able to work with me through online communication in preparing this portfolio. If the student successfully builds an online portfolio, I will be able to view her artwork and navigate through the information easily. Feedback from the student will also be crucial in terms of learning the perspective of the student. In order for this project to be successful the student must create a Weebly website, (I set up an account for my student using the Weebly Education Application) photograph and upload her artwork with text, and organize the images and information in a viewer friendly manner. 

TPACK:

What is the TP knowledge for the solution?
The Technological Pedagogical knowledge is the ability to use the Weebly application and tools. The students will learn to photograph artwork, upload digital files to the computer, create a web-site using Weebly.com, use the design principles from prior learning, upload images and text to the web-pages in an organized manner in order to fully complete this need. There are a range of tools that students could use to complete this task. In my experience Weebly is a free, teacher/student friendly application that eliminates problems encountered in other services, such as Google Sites. 
What is the TC knowledge for the solution?
The Technological Content knowledge presented in this project relates to the Michigan Visual Arts Content Standard 1:  All students will apply skills and knowledge to perform in the arts. Benchmark 4: Be involved in the process and presentation of a final product or exhibit. Students will learn the importance of art selection in preparing for a portfolio review or art exhibit. Students should include artwork from multiple disciplines to show their talents in a wide range of styles and materials. Students should also be sure to include artwork in which they worked “from life.” Meaning, the student observed an object, person, or place to create an art piece rather than a photograph or art piece from another artist. This will allow the viewer to see the true talent of the students.
What is the PC knowledge for the solution?
The pedagogical content knowledge is the intersection of the content and the application meet. As already discussed the Weebly application is very user friendly and will provide an easy transition for my students. Along with demonstrations from myself and one on one guidance I feel the students will have very few problems. The students will be able to present their artwork in a whole new way. I will guide students through the new information hitting multiple learning styles/multiple intelligence's in order for the students to learn the information needed in order to be successful. Auditory: Verbally guide the students through the process. Visual: Projected on the Smart board students will be able to see the process taking place. Kinetic: Students will do the steps with me. 

Professional Learning Plan CEP 812

Group Leadership Project

Click the image to view the presentation.

My group members and I used Google Presentation to produce our tutorial on Google Docs. We though that would be fitting and showcase more of what you can do with the application. What did I learn from this... Lesson 1: Always test your technology!   During the development process of this final product I found that Jing screencasts and Google Docs don't mix! We did not test this ahead of time and planned on using this as our way to display videos. We had to convert out Jing screencasts into youtube videos which was not an easy task either. I ended up using Snagit to re-record my videos so that they were youtube friendly. Snagit is a screen capturing application similar to Jing and created by the same company. I used a free trial to complete my part of the final presentation. The process took a lot more time than I anticipated to upload my videos. Which reinforces another lesson, Lesson 2: Allow extra time when using technology! When using technology you must always allow extra time. You never know what will happen. For instance, during the process of completing this final product I had to 1. Figure out the video situation as mentioned above. 2. Fix a microphone that wasn't recording sound. 3. Call my internet provided because I had no connection for 12 hours. 4 And finally I just recently had my electricity turned back on after a storm that happened yesterday afternoon. I am not listing these as an excuse for anything,  jut merely reinforcing the fact that you always allow yourself extra time to deal with the unexpected! If we were to take one this project again, I think one thing we could do differently is our communication. it is difficult with all three of us living in different time zones and people have other obligations, but more communication may have made things run a little smoother. Overall, I think everything went well and we successfully completed the project. Good Work Kirsten and Juan! 

Wicked Problem Project: Part D - Findings and Implications

My wicked problem is to provide a unique way for students to create a portfolio using technology. Knowing that I would not have students after May 25^th, I decided to use my WPP as a test run before school resumes next fall. With a student volunteer, she will be applying to art colleges during the 2012/2013 school year, I ran a mini-implementation.  The project was implemented as planned. I was able to assist the student in creating an online platform for displaying her artwork. The website is still in the development phase, but can be updated and altered throughout her senior year. I intended for this online portfolio to continue throughout the school year for all senior art students as an ongoing assignment. After completion of a “show worthy” piece students can upload the information and image to their portfolio. I believe that there is sufficient evidence of success, for there is visual documentation of the student’s efforts. Viewing the website allows me to see that the students successfully posted her artwork online in a professional, organized manor. I think if I were to approach a project of this type differently, I might consider having students keep a blog of their artistic journey. There, they could document the process they take to reach the final piece. I think this would be more beneficial for the high school teacher for portfolio reviews than prospective colleges. I like the idea of all students keeping an online portfolio of some type to document their progress through the school year. Some lessons that I learned when implementing this project was prior to this project I will need to implement a lesson on photographing artwork. The student’s art could have a better “wow” factor when photographed successfully. I can see this project being part of an entire lesson on presenting artwork. (Photographing, editing, publishing, etc.) This would also be what I would change about this project. I often forget that students do not always have an “eye” for design and incorporating a lesson on good web design would be beneficial. Although the website Weebly, does not allow for a lot of artistic direction, they can still get their pages too busy. I had a professor that always used this acronym when discussing design, K.I.S.S. (Keep it simple stupid!) 

Mobile Learning Lab

When completing the mobile learning lab I joined the classroom 2.0 website and began reading the discussions in the cell phones in the classroom forum. I responded to one woman's post about teachers using iphones in the classroom. I personally have not, but my coworker who teaches middle school and high school computer courses uses his iphone as a remote for his smartboard. He can add text and navigate on his computer from anywhere in the classroom, he really enjoys the fact that he can walk freely around his room and not be stuck at the board during his lessons.
As for students go, we have a very strict cell phone and hand held device policy. Students are not allowed to have any cell phones, mp3 players etc, from the start of school to the end of school. The students can not even use these devices between class or at lunch. I think it would be very difficult to get any sort of lift on the policy to use these devices in my room. I have inquired before, so that students could listen to music while doing their art but they want the policies to be uniform in every classroom.
I can see how a lot of good could come from using these technologies. When creating my poll, I text  a response and instantly saw the results on my laptop. There are clickers for interactive whiteboards that would do the same, but those are not free. I teach in a very poor district, and most of my ms/hs students have ipods (the kids text from ipods with a texting app) or cell phones. It would be great to get immediate feedback on whether students have understand the lesson.

I also believe there could be some set backs. Cell phones give students access to a lot of information. If implementing these into the classroom, students would need to be taught when and where they are appropriate. It would also be hard to keep kids off facebook or other social networks, as well as texting with friends. I am still unsure of how I feel about cell phones in the classroom.