Tech Play 3: Creative Tools

September 29, 2019

ETEC 524

As an elementary Art Teacher, I explored more Art related creative tools as well as other Gen Ed classroom creative tools. One of the tools I explored was  pottery.ly 3D Pottery Maker. I liked this app not only because it was free, but also because it was fun creating a variety of vases. I also liked how the porter looked realist as well as the animation it went through as it was in the kiln being fired. The affordances were very user friendly by just sliding your finger on the different choices. You could choose textures, shapes, drawing tools, paint color, and much more options. When you have finished your masterpiece, you had an option to share. Probably the only thing I did not like about it was to unlock different options, you had to watch a 2-3 minute ad video. This was a very relaxing tool to use and I would consider using this with my students. 

Another creativity tool I explored was Faces iMake - Right Brain Creativity. It cost $2.99 to download the tool so, I looked at the highlights which showed how to create faces out of food, shells, and a variety of objects. From looking at the information, it looks like it would be great to help students use their imagination. I definitely would consider this for my students as a creativity tool. 

I selected ChatterPix Kids as my creativity tool. Students could definitely use it for other educational purposes, but for this particular lesson, I would have my students use it to present their research assignment. ChatterPix Kids is very user friendly. The affordances are marked and in clear view of how to use them and it guides you what to do next. ChatterPix Kids fits into the TPACK model because the student will be able to create and narrate an autobiography of a famous artist of their choice. Students will be required to do research about their artist using Google Classroom. Creative thinking and prior knowledge (gained from previous lessons about the artist and artwork they created) will be used as well. After their research, they will write a script, take a picture of a self-portrait of their artist and record their artist autobiography. They can upload images or use some of the ones preloaded. They can also add filters, stickers, frames and text. 

Another way students could use ChatterPix Kids is for social purposes. If they are afraid to talk to others, this could possibly be used as a tool to communicate. Also, to explain how, in a fun way, to do a math or science problem or to record a book review. 

Giving students choices of creativity tools to use, gives them opportunities to have student directed projects where they are responsible for the outcome. Providing students with a rubric of criteria to follow for their project gives them freedom to grow in a rich technological world. Just stimulating the brain with repetitive tools for instructional games are great at reinforcing the objectives, but with more project based assessments, students will be able to retain much more knowledge of the concept. I think creativity tools can offer instant review and reflection. I also feel that if I did not allow students to experience creativity tools that I did not like personally, I would be depriving them of an experience that they might love and in turn, show me how to enjoy using it. A lot of experiences we do not like is because we do not understand how it is used and the process to make it work.  

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Tech Play 2: ePortfolios

September 15, 2019

ETEC 524

​When I think of a portfolio, I think of physical/paper-based (ummmm, yes, I’m showing my age). Me, walking into an interview with my large black, zip around binder which consisted of my resume, references, examples of my work (growth or reflections not included) and whatever else I thought would be useful (like chocolate, just kidding). After being enlightened through this class (Intro to Educational Technology 524), the assigned readings, and Dr. Dondlinger’s explanation of ePortfolios, I began to understand that there is more to a portfolio than just showing what I’ve done. With an ePortfolio, you can demonstrate personal reflections of your work in learning and growth and in some cases for assessment of formal education. Also, ePortfolios can help you to become engaged in your education, show your work in a creative way, enhance your learning, and receive helpful feedback from your instructors and peers.

Batson states, “We can move from this very thin and veiled domain of grades based largely on tests to the colorful, detailed and informative domain of evidence-based learning (EBL).” I agree very much with Baston’s comment. In my opinion, test/quiz scores are not an accurate form for assessment because when you pull life situations (homeless, no food in the house, no sleep, drugs, etc.) into the picture or have test anxiety (ME!), it can cause a score that is not a true demonstration of what a student knows. If you use an ePortfolio for an assessment, this allows you to assess the student’s work and understanding through written reflections. “Many departments, programs, colleges and universities, and K-12 systems are awakening to a realization that there is a better way to measure student achievement, a better way to assess and evaluate, and a better way toward accountability than mere letters (grades) based on mere test scores.”

Comparing physical portfolios to ePortfolios could be a preference, but in this day and age, ePortfolio would be the way to go. Using an ePortfolio would benefit you and help with organization and presentation. You wouldn’t need to make multiple copies to share with everyone at your interview, they could just pull your ePortfolio up and review your information.  

I explored several ePortfolio platforms. Carbonmade was the first one I explored. I don’t feel it will be a fit for me because the number one thing is that it charges. Plus, it is more for the visual arts. I was not able to explore FolioSpaces because even though it is free, they actually wanted you to create an account first and I didn’t want to create an account.  I explored Google Sites (didn’t even know about this and I use Google all the time). I also explored Foliotek. This seemed like a very friendly platform and similar to WIX. It gave you the proper pages and all the instructions you needed for each page you created. The affordances were user friendly and it was not confusing or difficult to know which tools to use for each page. The only downfall was it cost after 30 days. Google Sites was another platform I explored. It seemed very simple and self-explanatory, and since I am familiar with Google Drive and some of the other features (Google Slide, Doc, Sheet, and more) I thought I might use it, but I decided not to because I wanted to use something I was not as familiar with so I could become more familiar with using. My final choice was Wix. I created my blog on Wix and liked it pretty well. The affordances are friendly and they have video tutorials. Just click the help button and a variety of videos pop up for you too choose from according to the help you need. It has everything you need to create your ePortfolio. *Since this assignment, I have switched over to Google Sites because it is more convenient to upload my work.

For my students, I would have them use Google Sites as their ePortfolio. The reason I chose this was because they are familiar with Google Classroom, Google Doc., Google Slide, etc. The affordances are all in one place on the right. There are six theme choices and each theme has a choice of three font styles. I think less choices for students are better because less time trying to decide on themes, fonts, pictures, etc. and more time on reflecting. “ePortfolios, as tools, allow students to have their own set of management tools that they control and own so their learning is longitudinal instead of episodic”, states Batson in his article titled “A Profoundly Disruptive Technology”.

Tech Play 1: Blogs

September 8, 2019

ETEC 524 

After looking at the many available blogs, I arrived at this definition of a blog. A blog is something that can be used for a variety of purposes and is usually blogged by an individual. Blogs can be used to promote a business, for travelers to share information, or just for people to share their personal life. There are so many different options for using a blog. They all seemed to have similar features like choice of background and themes, inserting pictures or videos, set up various pages with links, etc.  Blogs can differ from vlogs because of its purpose. Blogs are more written with some videos added and a vlog is more live streaming videos and just videos. I looked at several blog sites from https://themeisle.com/blog/best-free-blogging-sites/ , which included Blogger (not “blog dummy” friendly), Penzu which is more of a private journal blog that is password locked. Weebly seemed to be similar to WIX, and Blogger through Google. I decided to go with Blogger because it seemed more “blog dummy” friendly and I do most all of my Master's assignments, work slides, lesson plans, etc. in Google. :)

​As a teacher, through professional development, workshops, and taking classes, I am continuing to learn new things and the affordances of using a blog for learning can help my students reflect (as I am reflecting) on what they have learned. This also allows the students to use the skills they have been taught. For example, their writing and grammar, use of main idea (what assignment they are reflecting on), Netiquette behavior for positive learning, and so many more advantages. This would also allow their peers to respond and add comments that could open new doors of questioning which, would keep an ongoing higher thinking and learning environment.

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Content:

For visual arts, CREATING (Create a sculpture, painting, collage, drawing, etc., What other styles can you create your piece of art?) is the major level of thinking on the Bloom’s Taxonomy Pyramid. As an art teacher, I might use blogs to support learning other levels of thinking. For example, by posting pictures of artwork and having the students EVALUATE (Does the art use complementary colors? Elements and Principles of Art), ANALYZING (What is the main message of the artist? Share your reflection on this painting.), APPLYING (If you could have an interview with the artist, what questions would you ask? Why?), and REMEMBERING (Who painted Starry Night? What techniques were used?). To continue the critical thinking, students would need to comment on a post/response and ask a question.

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Pedagogy:

Based on my content idea, I attended a regional conference this summer. Part of the conference, the presenter demonstrated using visual literacy in the art room. Which she adapted based off “The Art of Seeing Art”. She had us write down our answers, but with a blog, the students could write their responses, ask a question regarding the artwork (based off Bloom's Taxonomy in content area) see other student’s thoughts, and respond to the question(s) the students were required to ask.

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Technology:

Using technology can be beneficial in many ways. For instance, in the above content, students can receive a quick response from their peers and the teacher. Where as, if the students did this assignment on paper there would be a delay of receiving their responses because of the multiple papers and being able to decipher handwriting. I’m sure that the students will not read everyone’s responses and for that matter will not read and answer all of the questions, but they have the opportunity to read them and choose which one(s) they would like to give a response to as well as asking a question. Eventually, they will build up their stamina to respond to more students. I would love to use blogging, other platforms and/or programs to be able to share with the parents what the students are doing in art. To show them the students aren’t just coloring, but learning about the history of art and artist, the techniques they use, and other possibilities and careers for artists. 

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Obstacles:

I think some obstacles to using this tool or any other technology tool is time. I am an art teacher now, but I taught 3rd grade ELAR before teaching art (my heart’s desire). In the gen ed class, our day was basically planned out with teaching stations and getting the students ready for the STAAR test. I had time to use some technology in my class, but that was usually after the STAAR test was administered at the end of the year. We did use it for reading programs and MAAP testing, but not for enjoyable and fun learning. Now, as an art teacher, we do not have classroom access to technology, we go to the library to do our artist research, poem writing, Stop Motion, etc. In my opinion, it would be so beneficial for one of the Specials rotation (when teachers do their planning) to be a technology lab. This would help the students be familiar with the programs that can be used in their classrooms, without the teachers having to take the time out of instruction to teach them how to use the programs. As I mentioned above, because of the benefits of reflecting on what they have learned, this tool is worth using to help reinforce writing and grammar skills, use of main idea, and continuous learning.

ETEC 524

In this section of my blog, are reflections from my ETEC 524 class. During this class we explored Blogs, e-Portfolios, and various apps or programs students can use for educational purposes aka, Tech Play.