This chapter verifies how necessary Arts Education is, how technology supports and transforms it and how important it is to integrate the arts and accompanying technology into other content areas. The point is made that this is especially timely as budget constraints are resulting in cuts in these areas. Edutopia has a timely article on this very subject this month.
I was interested in the list “The Partnership for the 21 rst Century” reported as necessary for students to have to meet the demands of the twenty-first century. This reinforced what I have read and seen reported in other documents. Additionally author, Nancy De Plantchett, claims that everyone of the skills listed can be enhanced through arts education. This really stood out to me. Recently I had had a conversation with the Elementary Art teacher. She was relating her apprehension as we head into budget preparation. She is nervous about the Art and Music positions. She told me of several schools that were considering making substantial cuts in these areas. My daughter teaches in a small Downeast elementary school and she told me that Art and Music positions were both being considered for cuts there. Arts Education rarely get the same emphasis as core content areas. They are considered extras or enrichment rather than vital content. Little time is allotted for their instruction and this is without considering technology integration. The case is certainly made for the regular education teacher, or in upper grades for content area teachers, to integrate arts into their content area instruction.
Arts integration should be considered or expanded not only to support the arts but as a way to access effective learning and implement research on cognitive learning theory. Arts education integrates assessment and instruction and emphasizes “cognitive theory-based experiential learning, inquiry, and exploration.” This reading also stressed that arts education allows students to maximize the use of both brain hemispheres. Opportunities to access multiple intelligences is another reason to integrate the arts and technology in other content areas. Project Zero was founded at Harvard Graduate School of Education to study and improve education in and through the arts. Howard Gardner is involved in this program that believes that arts learning should be studied as a serious cognitive activity, but that "zero" had been firmly established about the field; hence, the project was given its name. This is an awesome site to investigate.
This chapter provided a wealth of examples and links to support TPCK in Arts Education. Arts Education was subdivided into: visual arts, music, dance, drama, and media production. Some of the sites were familiar to me but as I continued reading I realized my familiarity was in Art, Music and Media. I haven’t ventured into the areas of drama and dance using Internet resources. There are several sites that I plan to explore and bookmark when I am back in school and using a faster network than dial-up. The Old Sturbridge Village Kids Club is recommended as having information about drama and history integration for young students. This could be integrated into the early history unit I am currently teaching. This is just one example. There were many other sites, especially The Kennedy Center's ARTSEDGE, a k-12 site that appears to have helpful information, interactive displays, activities, shows and museums.
The concluding section brought back the reality of the “wicked problem” of integrating the Arts with and without technology. As elementary teachers we used to include art projects, sing poetry and songs, work on skits and puppet shows with our students. Much of this is no longer done as our focus is on reading and math. Social Studies and Science instruction is also taking a backseat to these areas. My challenge is not to allow technology, the Arts, Social Studies and Science to be extras in my classroom but to integrate them into literacy and math instruction. I need to take advantage of the many supportive materials and tools that the Internet makes available.I need to harness the many benefits that all of these areas have to offer and that are vital to our future citizens. I need to not let the questions of “When?” or “How Can I Find the Time?” be roadblocks but be willing to take one step at a time.
Great additional links, for Arts Integration, not mentioned in the chapter reading follow. I have chosen to organize them by art content areas. Many cover the K-12 grade span or can be modified to do so.
Art
Artrageous Thinking - thinking like an artist.
Art Sparklers - ideas
Art Junction - a collaborative art space for teachers and students see Artist Trading cards and much more.
Music
Science of Music-Explore the science of music, through these online exhibits, movies, and questions. Along the way, you can compose, mix, dance, drum, experiment, and above all…listen.
www.ikeepbookmarks.com/mallett - In the Podcasting folder you will find Tutorials for Audacity and Garageband as well as sites for free music and sound effects for audio track projects.
Dance/Drama
ArtsWork- Integrated arts site that has k-12 lessons that integrate the arts into many content areas.
Virtual Tours
Virtual Tours of over 300 museums around the world.
Metropolitan Museum of Art
And lastly, The Portland Museum of Art has a teachers' resource section on their website that features Maine educator made lessons and assessments that match Maine Learning Results.
Thursday, February 19, 2009
Monday, February 9, 2009
Reflections On Chapter 3 TPCK in K-6 literacy education
Over the past two or three years I have followed articles, in Edutopia and discussions by Alan November and David Warlick, on the changing definition of Literacy. Last Spring I presented this information to MSAD9’s School Board as part of the budget process. The information presented in Chapter 3 reaffirms the information I had been following.
I had read articles that noted the changed definition of literacy from: the ability to read, write and effectively communicate in English; to the ability to read, write, and communicate in another language and through multimedia. Last year I read an even broader definition which included all the previously mentioned categories as well as the ability to program.
In TPCK, authors Denise Schmidt and Marina Gurbo present the idea that educators must consider the effect that multimedia and electronic environments have on the traditional view of literacy education and adjust their teaching accordingly. In light of the ever changing definition of literacy this seems timely and necessary. Additionally educators need support, through professional development, to do so.
As Early Childhood Educators it is our primary charge to develop readers and writers. That is our primary content. There are many strategies and researched -based methods to consider while teaching reading and writing content. A K-2 teacher must know these and know which are suitable developmentally for the grade level, class, groups and individuals that they teach. Borrowing a term introduced in this text this becomes another ‘wicked problem’ for the educator. Adding technology adds another layer to this complexity.
While I use technology in my literacy instruction, I find it difficult to keep up with the multitude of possibilities. This year I decided to add a few elements to my classroom that I thought I could manage and that would motivate my students and have impact on their learning. Next year I will reevaluate and make changes and additions.
This year my students use word processing to edit and make final drafts of the stories they have written. Recognizing a need for audience, for both comment and motivation, students aid in posting their writing on a classroom wiki. Families can view and comment on student writing. Additionally, Seniors from Leavitt High School and one of Johanna’s Princes’ undergraduate classes, send comments about writing elements that students are trying to incorporate into their writing. My students love the interaction and are motivated to put their very best up on the wiki for feedback. As well as showcasing individual writing, students work in pairs as reporters to write classroom news.
Another way that I am using technology is through the creation of a bookmark site for Word Study practice and online books. Spelling words and sight vocabulary can be reinforced through many online games. Students can listen to authors read their works as well as readings by many of the young television stars they are familiar with. This supports many of my students who do not have anyone at home willing or able to read to them. It also presents models for fluency and expression.
Podcasts are another way I am using technology as a tool to capture retelling, fluency and expression. Students repeatedly practice reading when they know that they will become “stars.” These can be shared with families to document and communicate progress.
I am exploring Global Writing Projects to further aid in the effort to enhance and transform the reading/writing connection.
There are so many different tools and pieces of software that can be used. I need to further explore possibilities, including some of the sites mentioned in this chapter, and make decisions about which will be most beneficial to support and enhance my literacy content and pedagogy.
I had read articles that noted the changed definition of literacy from: the ability to read, write and effectively communicate in English; to the ability to read, write, and communicate in another language and through multimedia. Last year I read an even broader definition which included all the previously mentioned categories as well as the ability to program.
In TPCK, authors Denise Schmidt and Marina Gurbo present the idea that educators must consider the effect that multimedia and electronic environments have on the traditional view of literacy education and adjust their teaching accordingly. In light of the ever changing definition of literacy this seems timely and necessary. Additionally educators need support, through professional development, to do so.
As Early Childhood Educators it is our primary charge to develop readers and writers. That is our primary content. There are many strategies and researched -based methods to consider while teaching reading and writing content. A K-2 teacher must know these and know which are suitable developmentally for the grade level, class, groups and individuals that they teach. Borrowing a term introduced in this text this becomes another ‘wicked problem’ for the educator. Adding technology adds another layer to this complexity.
While I use technology in my literacy instruction, I find it difficult to keep up with the multitude of possibilities. This year I decided to add a few elements to my classroom that I thought I could manage and that would motivate my students and have impact on their learning. Next year I will reevaluate and make changes and additions.
This year my students use word processing to edit and make final drafts of the stories they have written. Recognizing a need for audience, for both comment and motivation, students aid in posting their writing on a classroom wiki. Families can view and comment on student writing. Additionally, Seniors from Leavitt High School and one of Johanna’s Princes’ undergraduate classes, send comments about writing elements that students are trying to incorporate into their writing. My students love the interaction and are motivated to put their very best up on the wiki for feedback. As well as showcasing individual writing, students work in pairs as reporters to write classroom news.
Another way that I am using technology is through the creation of a bookmark site for Word Study practice and online books. Spelling words and sight vocabulary can be reinforced through many online games. Students can listen to authors read their works as well as readings by many of the young television stars they are familiar with. This supports many of my students who do not have anyone at home willing or able to read to them. It also presents models for fluency and expression.
Podcasts are another way I am using technology as a tool to capture retelling, fluency and expression. Students repeatedly practice reading when they know that they will become “stars.” These can be shared with families to document and communicate progress.
I am exploring Global Writing Projects to further aid in the effort to enhance and transform the reading/writing connection.
There are so many different tools and pieces of software that can be used. I need to further explore possibilities, including some of the sites mentioned in this chapter, and make decisions about which will be most beneficial to support and enhance my literacy content and pedagogy.
Thursday, January 29, 2009
Chapter 2
TPCK - Chapter 2 Reflection
A statement made in the text really stood out to me. M.A. Kelly states, “Whether technology helps to increase achievement for all, or merely exacerbates existing inequities, is largely dependent on how it is used in the schools.” This statement sums up an internal struggle I have been wrestling with this year.
I mentioned previously that I was the K-3 Technology Integrator for MSAD9 these last six years. Most of my time in this role was at Mallett School, as it had both the largest population and the largest number of teachers interested in technology. Now that my position has been cut, and I am back in the classroom, I see a dramatic decrease in the use of technology. I’ve heard comments such as, “ I haven’t taken my students to the lab yet this year. I know that I should go at least once before the year’s end.” or “ Now that I don’t have support I’m not planning on doing anything.” Chapter 2 discussed inequities in technology but an additional one is within the school itself. Students, at least in the MSAD9 district, and I would presume to generalize this issue to other districts, have an inequitable experience depending on their classroom placement.
I had hoped, thought, that I had done a better job of helping teachers to see the benefits of technology integration; how technology, curricular content and pedagogy interrelated and supported learning for all. I knew that there would be a decrease in use once my position was eliminated but I had thought it wouldn’t be quite so drastic.
In my second grade unit, of four classrooms, I am the only one that integrates technology on a regular basis. I am very fortunate that a laptop cart is housed in an extra room across the hall. My students can often be seen traveling across the hall to get a laptop for word processing stories for our classroom wiki, researching, dictionary use, e book libraries, spelling practice, math practice, project use, or to get the projector cart or Smartboard. I feel that one of my strengths is using technology to support and transform learning. Our classroom wiki has provided my students with outside comments on their writing pieces and growth. We created a historical calendar of area inventors, as a fund raiser, as part of our local history and invention unit. Students digitized artifacts and photographs for this. As we study the founding of the Sandy River Valley we are preparing to create a claymation video of Stephen Titcomb’s arrival in the Farmington area and his family’s settlement. Both of these experiences are to help make history alive and understandable for young students who developmentally have a difficult time with the concept of time. Making scenery, dressing characters and reenacting the story will help young students compare and contrast time “then and now.” The video will be uploaded to Maine Memory Network for global viewing. The technology supports this process. The learning of the tools and applications are embedded in the greater work of recording history.
While I feel good about what I am doing I know I have much to do. I feel that I have a democratic classroom and that children have a voice in decision making and in their learning. I feel that I am working to have a technologically equitable classroom but I am not “ all the way” there yet. I think that the gap between my students with access at home and those without is narrowing. Learning in the classroom is for all whether technology is included or not. I think that daily incorporation of technology tools is helping to take the “ novelty” of using a digital camera, a scanner or a laptop away. All of my kids set up and put away projectors and the Smartboard. I still am working to make sure that all of my students have feedback on their wiki entries. I am searching out college and high school classes that will give my students an audience for writing. At parent conferences students without access showed their parents our wiki. I have encouraged public access through the public library but know that that has not been taken advantage of. I know that MSAD9 had a once a week lab open to parents and students but stopped this practice last year due to poor attendance.
I feel that I have made a start in building a TPCK foundation in my classroom. I know I have much work to do. I am excited by the potential of this course and the discussions and sharing we will have and the growth I can make.
A statement made in the text really stood out to me. M.A. Kelly states, “Whether technology helps to increase achievement for all, or merely exacerbates existing inequities, is largely dependent on how it is used in the schools.” This statement sums up an internal struggle I have been wrestling with this year.
I mentioned previously that I was the K-3 Technology Integrator for MSAD9 these last six years. Most of my time in this role was at Mallett School, as it had both the largest population and the largest number of teachers interested in technology. Now that my position has been cut, and I am back in the classroom, I see a dramatic decrease in the use of technology. I’ve heard comments such as, “ I haven’t taken my students to the lab yet this year. I know that I should go at least once before the year’s end.” or “ Now that I don’t have support I’m not planning on doing anything.” Chapter 2 discussed inequities in technology but an additional one is within the school itself. Students, at least in the MSAD9 district, and I would presume to generalize this issue to other districts, have an inequitable experience depending on their classroom placement.
I had hoped, thought, that I had done a better job of helping teachers to see the benefits of technology integration; how technology, curricular content and pedagogy interrelated and supported learning for all. I knew that there would be a decrease in use once my position was eliminated but I had thought it wouldn’t be quite so drastic.
In my second grade unit, of four classrooms, I am the only one that integrates technology on a regular basis. I am very fortunate that a laptop cart is housed in an extra room across the hall. My students can often be seen traveling across the hall to get a laptop for word processing stories for our classroom wiki, researching, dictionary use, e book libraries, spelling practice, math practice, project use, or to get the projector cart or Smartboard. I feel that one of my strengths is using technology to support and transform learning. Our classroom wiki has provided my students with outside comments on their writing pieces and growth. We created a historical calendar of area inventors, as a fund raiser, as part of our local history and invention unit. Students digitized artifacts and photographs for this. As we study the founding of the Sandy River Valley we are preparing to create a claymation video of Stephen Titcomb’s arrival in the Farmington area and his family’s settlement. Both of these experiences are to help make history alive and understandable for young students who developmentally have a difficult time with the concept of time. Making scenery, dressing characters and reenacting the story will help young students compare and contrast time “then and now.” The video will be uploaded to Maine Memory Network for global viewing. The technology supports this process. The learning of the tools and applications are embedded in the greater work of recording history.
While I feel good about what I am doing I know I have much to do. I feel that I have a democratic classroom and that children have a voice in decision making and in their learning. I feel that I am working to have a technologically equitable classroom but I am not “ all the way” there yet. I think that the gap between my students with access at home and those without is narrowing. Learning in the classroom is for all whether technology is included or not. I think that daily incorporation of technology tools is helping to take the “ novelty” of using a digital camera, a scanner or a laptop away. All of my kids set up and put away projectors and the Smartboard. I still am working to make sure that all of my students have feedback on their wiki entries. I am searching out college and high school classes that will give my students an audience for writing. At parent conferences students without access showed their parents our wiki. I have encouraged public access through the public library but know that that has not been taken advantage of. I know that MSAD9 had a once a week lab open to parents and students but stopped this practice last year due to poor attendance.
I feel that I have made a start in building a TPCK foundation in my classroom. I know I have much work to do. I am excited by the potential of this course and the discussions and sharing we will have and the growth I can make.
Chapter 1
UMF EDU 583 Reflections and Assignments
Handbook of Technological Pedagogical Content Knowledge
TPCK - Chapter 1 Reflection
I believe that I come to reading and reflecting on this book from a unique perspective. I was a classroom teacher, of grades Pre-First to 3, for twenty-four years before accepting a K-3 Technology Integrator position. Due to budget constraints I am now back in the classroom teaching second grade. Having a “ foot in both worlds” triggered many thoughts as I read this chapter.
I was originally hired, by MSAD9, because I was an early elementary teacher who was attempting to integrate technology use into my first grade classroom. They wanted an educator in this role to better encourage and support other elementary teachers in technology integration. The department’s philosophy, at this time, was that the teachers were the content specials. The Technology Integrator’s job was to provide them with technology tools for their application. At this time I also served as a Learning Leader for SEED. This, grant supported, group offered training, awards and celebration to Maine educators integrating technology into their curriculum. SEED’s philosophy was very similar to the authors of TPCK. Teacher training opportunities were designed combining technological tools, content, and pedagogy. Understanding By Design elements were infused in these sessions. Often we had discussions about the difficulties we experienced from teachers who complained that they had “come to learn technology ... they didn’t need to know how to teach.” This same conversation replayed often in MSAD9 department meetings. A new technology manager was hired and a philosophical shift was made to supporting teachers in connecting technological tools, content, and pedagogy. Even with this shift, discussions of how to connect technology to teaching, still occurred.
As Technology Integrators we often met to create continuums of integration, rubrics, training materials and to express our concern over budget, and our time spent as technicians rather than as integrators. Our greatest dilemma was our conflicting empathy for overwhelmed teachers (overwhelmed with all the demands that are being placed on teachers) and the perception that technology integration was one more of these demands that we were enforcing. I often was met, by teachers, with the comment: “ I don’t have time for this. Why can’t you just teach my kids if I drop them off?”
Now that I have returned to classroom teaching I am struggling with the balance of content, pedagogy, and use of appropriate technological tools. I recognize myself as a teacher with a constructivist philosophy. Possibly this is why I have felt that it is essential that technology play a central role in my classroom. I have identified three goals for myself this year.
The first is to use technology equipment as everyday tools rather than novelty items or once a week “to do technology.”
The second is to integrate technology across a spectrum from supporting curriculum to enhancing and transforming learning.
Lastly, to use web tools for student communication of learning to a variety of audiences; promoting individual and collaborative growth.
I believe in the importance of technology integration, not for its own sake, but as a vital part of “good” teaching. Recognizing and maintaining the TPCK balance is difficult, especially as support services to teachers are being increasingly cut. I believe that there are many ways that teachers can support each other in this struggle, both formally and informally, but it is not a priority item at this time; at least not at the elementary level and not, I feel, at the administrative level. I wish that this book had been part of the Technology Department’s reading when I served in that role.
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