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 .