I have been thinking a lot lately about the ideas of creativity and innovation. Being an artist as well as a teacher of art, design, and photography the concept of creativity is central to my profession and daily interaction with my students. The later concept of innovation was central to the Apple Education Leadership Summit I attendened in Hong Kong in April. Since then I have been doing a lot of reading about innovative people and what it truly means to innovate. Through reading and having discussions about these two topics, an underlying theme of passion as a driving force emerged. It seems without passion neither creativity nor innovation can occur. A passionate emotion, thought, value, or experience kindle and provoke the fires of creativity and innovation. Without passion there lies a void of initiative that is central to both the abstraction of ideas in creative process and the courage to forge newness through innovation.
In further connecting the idea of passion to both creativity and innovation, I created a concept map using mindmeister. The map is still under construction and will evolve as my ideas about passion unfold.
Sometimes when I am teaching with my Smart Board I feel as if I am the lone personnel member in mission control at NASA. There are so many tools and features at my fingertips I get afraid to hit the wrong button and launch something from my desktop unexpectedly, sending my students on an unplanned shuttle from learning to confusion. Ever feel this way?
In an effort to keep things grounded and only launch those planned missions, I have been searching some sites on Smart Board tips and have found a few things I am going to try out:
In collaborating with colleagues on starting to integrate technology, I have heard myself saying the same line several times “It’s not about the tool!” Meaning, connecting technology-rich, engaging lessons into one’s classroom isn’t about providing a “Wow” factor experience for students. Technology integration should start with focusing on what it is that you want to accomplish with your students.
I have had several conversations with colleagues lately about this sort an approach and they all seem to struggle with the same issue…they are teachers who truly want to provide meaningful use of technology, but don’t know where to begin. They attend workshops on wikis, blogs, smartboards, etc…but, walk away with a sort empty Wow factor. It’s a cool tool, but how would I actually use it in my classroom?
As an educator striving to integrate 21st century learning practices with technology into my teaching in meaningful and seamless ways, I am continually reflecting on what works with my students and what does not. One of the biggest hurdles I faced was, where does one begin?
In reflecting on what works for me, I decided to put together a 5-step approach that helped me get started, stay focused of my goal with my students, and stick with my goal of connecting technology to meaningful learning for my students. Below is a Voicethread outlining this 5-step approach:
If you haven’t yet watched the much talked about TED talk “Are Schools Killing Creativity” it is a must see. I first watched it over a year ago and recently watched it again. It raised some new questions and thoughts about the hierarchy of education today and how can we begin to shift 20th century thinking in schools to support 21st century skills such as creativity?
The video brought to mind a few questions…
Are schools educating through an outdated value system?
Sir Ken Robinson talks about the current hierarchy in education based on a value system put into place during the industrial revolution. Disciplines that were necessary to learn skills to be successful in the work force were given the most importance such as science, math, and humanities. It seems today, we are still educating through a system that upholds the same hierarchy, even when the workforce of today requires a completely new set of skills that aren’t fully learned through these disciplines: problem solving, collaboration, innovation, synthesis of information,…and the list goes on. Why haven’t schools kept up?
What role does “assessment” and standardized tests play?
If what we are teaching neither keeps up with skills necessary for our students to be successful in the workforce nor does it meet their variety of learning styles, how can we be assessing the right things? We need to reassess what we place importance on and will make students successful in an ever-changing world/work place.
How do we foster creative thinking? Before discussing how schools can foster creativity, I think it is important to point out the difference between creative thinking and critical thinking. Being an art teacher for 11 years and being a practicing artist, I have often thought about whether “creativity” can be taught or whether it is an innate quality that some individuals simply possess more than others. “Creativity” is often defined with a skill set that which describes “critical” thinking: analyzing, synthesizing, problem-solving. I find creative thinking to be more of a self directed free thinking that includes innovation, discovery, experimentation, and new application that are uniquely their own but include the processes of critical thinking. As educators we can foster creative thinking by structuring learning environments that encourage it, but I believe it comes from within the individual learner vs. an input of skills learned from the educator.
A thought-provoking video indeed, one that each time I watch brings to light the need for a major shift in the way we approach education.
I have recently read several articles on differentiation through use of technology. The various articles led me to reflection on use of technology with my students and whether or not it is a direct means to differentiation.
We use technology in my classroom daily. However, a student’s access to technology does not automatically equal learning with technology. Learning with technology, like any educational tool, is the result of consideration for student’s various learning levels, learning styles, and the enduring understandings you wish for them to gain through a lesson. In reflecting on use of technology with my students, I have found 3 ways that I achieve differentiation…
1) Using technology to reach various learning styles:
In some cases, reaching various learning styles is a direct benefit of technology tools specifically designed to make learning easier and better for everyone.
Interactive white boards: engage visual learners, auditory learners, and bodily-kinesthetic learners when used with embedded media that is interactive and allows students to engage in manipulative activities on the board. *Don’t have an interactive white board? Read here to find out how you can make one for under $50…Ted Talks-Johnny Lee Wii Remote Hacks
Digital document cameras: benefit and engage all students by enlarging a live demonstration 20-30 times larger than real life. Instead of students crowding around a table trying to see a teacher demonstration, students can benefit from guided instruction from a large screen live projection while following along from their desks or work stations.
2) Using Technology to reach varied learning levels:
In the same way that using technology does not equal learning with technology, using technology does not equal differentiation through technology. Equipping oneself as an educator with a variety of tools and literacy’s that will help students learn better and knowing which ones might be appropriate for a specific student is what makes differentiation work. The same goes for differentiation with technology.
-Pacing: Web based tools such as Moodle & Google Docs can allow students to access instruction both in and out of class to learn through them at their own pace.
-Guided Choice: Social bookmarking tools such as Delicious are great for creating groups of resources based on tags. You can set up an account and tag specific websites based on topics you are studying in class. This can also be done through a host application such as Moodle, Google Docs, or a class website through which you provide a variety of links. Another way I provide choice is by allowing students to a choice of media when creating a reflections. I allow them to choose from a variety of computer based applications such as Microsoft suite, iMovie, and Garage Band (Audacity is a free equivalent to Garage Band). I love the variety and creativity that comes out of these choices.
3) Filling the teacher “tech”box:
There is much discussion about “digital natives” (Prensky, 2001) and how we as educators must teach them in their own language. 21st century learning initiatives encourage a new set of skills necessary for students to succeed which are vastly different from that of just a few decades ago when some of us might remember the first time we ever used a computer or heard of the internet. Students today are growing up having never known life without them.
To meet these needs and teach our students using tools that are part of their everyday digital world, we as educators must be filling our own toolbox of technology. There is no one size fits all to student learning. Having knowledge and familiarity with a variety of technologies and pairing them to individual students to help them learn better just might be the best form of differentiation using technology. *Please visit the website “Teach with Technology” for ideas on integrating technology into your classroom.
I am about to embark on a new and exciting implementation of using a social network for educational purposes in my photography classes. I have been thinking about ways to encourage more collaborative dialogue among my students. With so much of class time spent on learning technical aspects of camera functions and digital photo management, critical analysis of student work often takes a back seat.
In an effort to give “critique” a place in the front seat where it belongs, I plan to implement the use of a new open source application called “Elgg.” It is an application that can be uploaded to a LAN server for private social networking. Considering my students are beginning level photographers and Middle School age, using a private social network will allow them collaboration amongst peers in a private setting.
I myself am a member of 3 Ning educational networks which has connected me to educators across the globe. I had some initial reservations about the “networking” possibilities with a social network housed and accessible only to members of the school. However, I though further about my learning goals for my students, which is collaboration among their peers within the class and have decided to try Elgg out.
My implementation plan:
-Setting up the network and testing all tools students will use
-Create a timeline for Phase 1: introduction, teaching appropriate/responsible use
-Create a timeline for Phase 2: log in, basic tools, groups, pages
-Create a timeline for Phase 3: discussion, critique, reflection assignments
-Implement Phase 1 then record and reflect, adjust timeline if needed
-Implement Phase 2 then record and reflect, adjust tool “glitches,” moniter student use in and out of class, adjust timeline if needed.
-Implement Phase 3 then record and reflect, moniter student discussions, critique, reflections for content understanding and appropriate/responsible use
-Ongoing monitoring and reflection
-At the end of course: Continue use following plan, continue use with adjusted plan, or discontinue use
We’ll see how is goes! Check back for a later post on this topic in a few weeks!
I began digital portfolios with my Middle School art students this year. As is the case with any new goal of integrating technology, it has evolved a great deal from the original plan. (see blog post from 7/7/08)
I started the year with a plan to house student work on a website I created using Google Page Creator. No sooner did I fall in love with this application then to find out that it was being replaced by Google Sites. “No big deal” I thought at first, until I investigated Google Sites and realized the layout templates are quite boxy, all look the same, and have the feel of a wiki template. Page creator allowed for a good amount of creative control, for an art teacher an attractive and dynamic feature. But, fearing starting the endeavor then having my site in Page Creator later be dropped by Google I went ahead with Google Sites and created a new class website.
Once the school year was underway and students began creating sketchbook drawings and art projects, I had them write short reflections on their work using MS Word and Powerpoint. I was very impressed with their insightful, personal, creative reflections and could not wait to post them to the class website and share with parents. Then a big reality hit me…TIME! Saving their work in formats that could not be easily uploaded to the site became time-consuming and tedious. I also realized that through creating reflections in computer based applications such as MS Word andPowerpoint I was not only adding to my workload, but I was denying my students an opportunity to connect and collaborate with an online community. My original intent was to use the site to share with parents and showcase student work. Essentially, I was seeking an “audience” for my young artists when what my students truly need to be learning is how to be artists as part of a broader “community” of artists .
So, now, I am embarking on a new endeavor. While I still plan to house student work through the Google site, they will be writing reflections in google docs and sharing them with each other through a class social network. They will also create slideshows of their artwork using Google Picasa. They will share them and generate dialogue through comment tools. (Creating slideshows and posting them to the class website is something that I have been doing myself…yes, the learning curve has been a little steep.)
As I strive to embrace the ideals of 21st century education in my classroom I am always learning, reflecting, stummbling, and trying again. Having an audience for student work wasn’t a terrible approach…but to have an audience AND community will teach them the skills of online sharing and collaborating, which is even more enriching.
Last week I attended the Learning 2.008 Conference in Shanghai, China. It was a fast and furious 3 day conference focused on 21st century learning with technology. I attended many excellent keynotes, sessions, and “unconference” sessions (sessions that are inspired by learning throughout the conference, suggested and/or lead by participants).
The best statement I heard at the conference was by David Warlick in an unconference session on “Echo Chambers” (described as networking with all of the same people and through the same sites over and over, see blog post). He said, the definition of being a teacher in a time of rapid change means being a master learner. I thought not only does this statement define teachers, but our learners too. Students of today must be master learners. They cannot just be recipients of information, they must learn the skills to navigate their own learning to thrive in the 21st century.
If I had to choose one key point that David made in this session it is that as an educator/learner you have to cultivate a personal learning network yourself. To build a community of learning you must be proactive in reading what others are writing, comment, and generate successes from these conversations. Effective use of blogging (writing one yourself, reading others, commenting, and provoking comments) are central to a personal learning network. Using blogrolls and RSS are tools that will help you to manage and keep up with your personal learning network.
Another key point is to train information to find you. Using a blogroll embedded into your own blog will allow you to see when blogs you find most relevant have new posts. Setting up the RSS feeds will bring information to you, instead of you having to go to several different sites to see if there is updated information. Organizing your RSS feeds into folders such as “every day” and “every week” will help you to organize the information most relevant to your learning in a manageable way.
To me, the strongest point that Clarence made in this session is that in order to promote the kinds of learners we want our students to become, we must redefine teachers. Teachers must become more of a network administrator whose main job is no longer providing content but helping students find their network by connecting them with content, people, information. He points out that with kids, community is more important than audience. You must be careful of putting students’ work on the web just for the sake of getting an audience as it can lead to sensationalism. He argues instead that students can work within a public network and make a positive contribution to knowledge. To achieve this he describes a studio style classroom organization. A lot is happening simultaneously. The master (teacher) would supervise apprentices (students), giving them more and more responsibility as they mature, more choices over time.
Please visit the conference site on Ning for more information about keynotes, presenters, sessions, and notes from the conference. There is a wealth of information on 21st century learning and technology and links to great resources there.
This summer, I was part of the planning and presenting of the P.L.A.T.E (Plymouth Leadership And Technology for Education) conference. This conference was presented by year 2 Masters of Educational Technology Graduate Students from Michigan State University, of which I am a member. We were 19 Michigan State University Graduate Students in Educational Technology who, in entirety, planned, advertised, and presented the conference which was held at the University of Plymouth in Plymouth, England on July 16th, 2008. Attendees of the conference were Michigan State University Graduate and Undergraduate students in Educational Technology, Educational Leadership, and Educational Curriculum and Instruction, MSU faculty members, and Plymouth University faculty members.
In the “Models for Integrating Technology” session, I collaborated with two other cohort members. Our aim was to identify the issues surrounding technology in education, define various scenarios of technology availability within school settings, and present possibilities for integrating technology successfully in light of these “obstacles” to help students and schools meet learning goals.
As an international teacher in a technologically rich overseas school, I am very fortunate to have access to laptop computers, internet, the most current softwares, and a staff of technology integration specialists who offer regular professional development to learn how to implement these tools successfully into the classroom. I realize that in most schools in North America where teachers attending the conference were from, this is not the case. We wanted attendees to walk away from our session with new ideas and new ways of thinking about how they can integrate technology into their own classrooms and school settings. All of the resources from our session, including the presentation itself were made available to the attendees on google through google docs. During the presentation, we invited attendees to participate in our presentation using a live “Audience Participation” tool in Google Docs. The live participation comment feed was projected alongside our presentation. This engaged the audience and encouraged collaboration of ideas…and it was just plain fun breaking down the wall between presenters and audience.
In the “Translating Portfolio’s into New Technologies” session, I also collaborated with two members of my cohort. This session was a presentation workshop. Our goal was to define different types of portfolios, show examples of digital portfolios used in the classroom, provide a framework for getting started, and then teach a workshop to get attendees started.
For the workshop, we differentiated our instruction by polling the audience to assess their interests and experience with digital portfolios. I then taught a group how to create a website to house portfolio work in Google Page Creator. One of my fellow presenters taught attendees how to set up an account and use Voicethread. The other fellow presenter worked with a 3rd group who were already using digital portfolios in their classrooms with a variety of online tools.
I thoroughly enjoyed the workshop format for this session. As an attendee to many conferences myself, I get the most of out sessions that provide something you take right back to your classroom. While time was limited, each attendee left with knowledge of a new online tool and how they could use it with their students.
I also led a job alike session with other members of my cohort. This allowed conference attendees to share what they had learned and provide presenters with feedback. We divided into groups by Elementary, Secondary, and Admin/Other Professionals. The feedback we received was overwhelmingly positive. This was the first time the MSU MAET program had included the planning and presenting of a full conference as part of the curriculum and I do believe we set the bar quite high.
Please view the conference website for information about all of the sessions, presenters, keynote, and planning. Please view the conference program which I designed using Adobe InDesign and the conference commercial which I created with two other cohort members on the home page.
As part of my Michigan State University Masters in Educational Technology (MAET) I created this blog as a forum for reflection on my teaching, creative, and technological practices in education. Currently, I am reflecting on the use of Portfolio’s in the visual arts. Specifically, I am implementing the use of digital portfolio’s in my middle school visual arts courses to improve on challenges that I have with traditional types of portfolios.
The voice thread below briefly outlines my approach to investigating potential formats for digital portfolios. For a deeper reflection, you may read my blog post below. Please visit the “iPortfolio” google page that I created for use with my middle school visual arts students as a result of my reflection process.
Portolios are an integral component to visual arts education programs. They represent both content knowledge and skill development mastery of the person to which they belong. The content of a visual arts portfolio may include drawings, paintings, prints, photographs, graphic designs, sculpture, jewelry/metalwork, ceramics, video art, and other media. A written reflection of the work within the portfolio is often included.
There are different purposes for the creation of portfolios in visual arts courses. Most often they serve as evidence for assessment by the instructor. The artwork within a portfolio is traditionally put on display for public viewing.
As a teacher in the visual arts for over 10 years now, it has always been a pedagogical practice of mine to require students to maintain a portfolio of their artwork. At the end of a course, students write a self assessment on their body of work. While a valuable practice in terms of student reflection on their growth and understanding, and visual evidence of their technical skills, there are aspects of the traditional portfolio method that I consider a hinderance to their purpose.
In reflecting on these challenges, I came up with the solution to have students create “iPortfolio’s”, a digital image portfolio to replace the original artwork and also include their self reflections. Before investigating possible technologies through which to create them, I developed outcome criteria that iPortfolio’s should meet.
I investigated possible technologies that I could use as the format for the iPortfolio’s.
The first technology that came to mind was the all familiar PowerPoint presentation. This format lacked the potential to reach a public audience, so I disregarded it as a possibility. The next possibility I explored were wikis. I compared and constrasted the variety of formats provided through wikispaces, wetpaint, and pbwiki. The problem that I encountered in each one was that they didn’t provide me complete control over design, layout, and navigation. There were pages such as “To Do’s” on wetpaint that would have no relevance to the content of the iPortfolio’s. Additionally, I would have to decide how to best maintain the content if students were set as contributors to the site with the potential for content to be overwritten accidentally. The use of a wiki became a “possible” format. I next considered a blog hosted on blogger or edublogs. These would provide an appropriate framework for reflection, but may lack the formatting capabilities desired for the images.
Not knowing what else was “out there” I consulted with my school tech coordinator. He introduced me to voice thread, an online application for importing media, commenting on it through voice, text, and video and sharing the image and commentary with others. It seemed I had found my solution, until I investigated the application further and realized that viewers would either need to join the site themselves or I would need to embed the content created into another format.
I decided that voicethread would be a great way to display a gallery of images with descriptions and a blog would be an appropriate format for students to reflect on their creative process. However, I wanted a format that would allow me to house these two technologies together and provide my students with tutorials on how to use the applications and outline expected learning outcomes in the same location.
Google page creator, introduced to me in my Michigan State University MAET coursework, was exactly the format I was looking for. It allows one to create a webpage with extensive control over content and format without needing to know HTML code or having to purchase an application such as Adobe Dreamweaver. Another application that was introduced to me through my coursework is Photoshop express. An online photo sharing and editing application.
After weighing all the options, it was clear which technologies would best provide a framework for the iPortfolio’s. A google page creator would allow me to create a website with multiple pages for oulining student assignments and learning outcomes, include links to voicethread, blogger, and Photoshop Express, and other pages to highlight content from class. I then moved on to the task of building the iPortfolio google website to house the content, assignments, and tutorials for student learning.
The implementation of iPortfolio’s into the visual arts curriculum will address the challenges associated with traditional portfolios. However, there will be new sets of challenges in students learning the technologies to create their iPortfolio’s. To address the challenges that I anticipate students will encounter, I have created an “assignments” page within the iPortfolio that includes directions for creating an iPortfolio, tutorials through voice thread and screencasts through jing that step students through challenging tasts such as setting up user accounts, learning to use digitial cameras, and navigating the tools of the online applications.
I look forward to implementing iPortfolios into the visual arts curriculum beginning in August. It is my hope that the technologies I have chosen and the creation of iPortfolios will enhance student learning and reflection while providing them an authentic and realtime public audience. Please visit my blog again for progress reports throughout the school year or subscribe to my RSS feed.
Hello! I am Sara Best. International educator, artist, technologist, and continual learner. I am passionate about teaching, working with students, collaborating with colleagues, and being active in a “21st century” learning community... Always striving to keep ahead of the learning curve.
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