Monday, November 23, 2009
Sunday, November 22, 2009
Oregon Technology Standards and Requirements
1. How would you explain the big picture of what these standards are trying to accomplish?
The big picture of what these standards are trying to accomplish, in my opinion, is preparing students for the real world in the context of technology. These standards are trying to help students become aware of their own digital citizenship, express themselves creatively through technology, research effectively, work with others, and use technology appropriately. I think the goal is to make students technology literate and critically aware of what this means.
2. Describe some strategies you could implement at your grade level(s) in order to accomplish this huge task. Please relate your strategies/activites to some specific Standards.
I think that at the middle school level there is a need to discuss citizenship and to get comfortable trying new things. I believe this is a good time for discussion on what kind of person an individual wants to be and how to approach that. Technology is a great platform for this type of self-expression. In art, specifically, I could post student projects to a blog and ask classmates to comment and reflect appropriately on their work. This relates to the digital citizenship standards:
Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship
These standards are age and project appropriate because students would be required to reach these standards to fulfill the class goals of digital citizenship.
At the high school level there are numerous possibilities for the use of technology. In the French classroom there are a lot of easy language strategies that involve communication through technology with those from other cultures and countries. A pen-pal project is one example of this project idea. This relates to the following standards:
Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
Students can interact, collaborate, and publish projects using digital media to communicate with those from other cultures and multiple audiences.
3. What are some challenges?
The biggest challenge that I see is a fluency gap. I have witnessed in my pre-student teaching observations numerous computer classes with varied student populations. I was surprised by how many students had never even used a computer before. They were very lost during a power-point art history presentation because even the directions were difficult to understand. It is important to reduce this technology gap. An enormous amount of differentiation is critical to avoid frustration for any group of students. I also fear that students who do not have resources at home to use computers are at a disadvantage because they cannot work outside of school hours and need much more help than their computer literate peers.
The big picture of what these standards are trying to accomplish, in my opinion, is preparing students for the real world in the context of technology. These standards are trying to help students become aware of their own digital citizenship, express themselves creatively through technology, research effectively, work with others, and use technology appropriately. I think the goal is to make students technology literate and critically aware of what this means.
2. Describe some strategies you could implement at your grade level(s) in order to accomplish this huge task. Please relate your strategies/activites to some specific Standards.
I think that at the middle school level there is a need to discuss citizenship and to get comfortable trying new things. I believe this is a good time for discussion on what kind of person an individual wants to be and how to approach that. Technology is a great platform for this type of self-expression. In art, specifically, I could post student projects to a blog and ask classmates to comment and reflect appropriately on their work. This relates to the digital citizenship standards:
Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship
These standards are age and project appropriate because students would be required to reach these standards to fulfill the class goals of digital citizenship.
At the high school level there are numerous possibilities for the use of technology. In the French classroom there are a lot of easy language strategies that involve communication through technology with those from other cultures and countries. A pen-pal project is one example of this project idea. This relates to the following standards:
Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
Students can interact, collaborate, and publish projects using digital media to communicate with those from other cultures and multiple audiences.
3. What are some challenges?
The biggest challenge that I see is a fluency gap. I have witnessed in my pre-student teaching observations numerous computer classes with varied student populations. I was surprised by how many students had never even used a computer before. They were very lost during a power-point art history presentation because even the directions were difficult to understand. It is important to reduce this technology gap. An enormous amount of differentiation is critical to avoid frustration for any group of students. I also fear that students who do not have resources at home to use computers are at a disadvantage because they cannot work outside of school hours and need much more help than their computer literate peers.
Friday, October 30, 2009
Self-Assessment
http://docs.google.com/Doc?docid=0AUiYnDVWYuDkZGdoazlxaGhfOWdxMjNiNWZr&hl=en
Please use the link above to view my self-assessment for this Education in Technology class.
Please use the link above to view my self-assessment for this Education in Technology class.
Wednesday, October 28, 2009
Multi-Media Project!
Check out our video above about i-photo!
This was a really fun experience because we got to learn about iphoto, and then used imovie to create the video. I-photo is really neat and I am super motivated to start using it. Some notable features are the ease with which you can make slide-shows (with music and transitions!) and share your photos (direct upload to Facebook!) . I also love the face-recognizing categorizing tool and the map tool. It was user-friendly and fun.
I-photo could be useful in the classroom in several ways. For the French classroom the map function could help students explore francophone cities and countries and examine photos taken. It would be great to create a collaboration for all of my students to see the photos of places I've been and my students have been as well.
For the art classroom it would be neat to take photos of student work and upload it immediately to a student web-site or blog so that each student can have an electronic portfolio!
Wednesday, October 21, 2009
Analyzing Student Data in a Spreadsheet
http://spreadsheets.google.com/pub?key=t9KMqpfHM-9keASYSjfkwGQ&output=html
The above spreadsheet is an examination of student scores. I took the average for each student, the average for each test, and the standard deviation for each test (numbers 6-10). The test average rose consistently between test 6 and 10. The standard deviation for each test stayed fairly consistent (between 25 and 26) despite the climb in averages, which suggests that the entire range of students remained the same, no one was getting too high above and no one was too far below. I then filtered out all of the student scores that were above the average and the scores that were below the average.
The graph represents the averages of the below the average test scores across tests 6-10. Consistent with the class average and standard deviation trends, this group of scores also consistently rose.
The above spreadsheet is an examination of student scores. I took the average for each student, the average for each test, and the standard deviation for each test (numbers 6-10). The test average rose consistently between test 6 and 10. The standard deviation for each test stayed fairly consistent (between 25 and 26) despite the climb in averages, which suggests that the entire range of students remained the same, no one was getting too high above and no one was too far below. I then filtered out all of the student scores that were above the average and the scores that were below the average.
The graph represents the averages of the below the average test scores across tests 6-10. Consistent with the class average and standard deviation trends, this group of scores also consistently rose.
Sunday, October 18, 2009
Slide-show
Scribblar and Dabbleboard could be useful in the classroom for distance learning or group communication. For the French class, I think it could be fun to communicate and hold lessons with students from foreign countries included. In the art class, I think it would be great to examine historical works of art and allow students to type responses, circle details, and communicate visually on either Scribblar or Dabbleboard.
Wednesday, October 14, 2009
Web 2.0
Web 2.0 is the collection of web-based tools available to enrich the classroom experience with technology. An important component is that items stored may be accessed from any computer with an internet connection!
One example is google documents. These are great because they are stored online, can be accessed and edited simultaneously by multiple people.
Youtube.com is another example of web 2.0. It's great for schools because it gives students a platform to publish video-based projects and share work. Teachers can also share examples and current events in a student and community centered way.
One example is google documents. These are great because they are stored online, can be accessed and edited simultaneously by multiple people.
Youtube.com is another example of web 2.0. It's great for schools because it gives students a platform to publish video-based projects and share work. Teachers can also share examples and current events in a student and community centered way.
ODE Website Navigation Experience
Questions to consider:
Challenging high-end learners
How will this be useful?
Looking at the section for challenging high-end learners gave me so many great ideas. It was actually really motivating and inspiring. What a phenominal resource! I think the section with measurable terms for thinking order objectives, high-order thinking questions, and questions that require critical thinking to respond will be useful for all students. It will be fun and challenging for me to organize my own resources and take advantage of this. I love the search function as well, I could find level appropriate standards for all variations of studies.
I also found it interesting how the middle school tasks were compared and adapted to high school objectives to help challenge TAG students. The sample grading rubrics and lesson ideas were also really cool and applicable. I am so glad that I had the opportunity to explore the ODE website more.
How can I make use of graphic organizers to illustrate concepts I’ll be teaching?
Graphic organizers will be helpful to me as I plan my own lessons and teaching strategies. I recently read about a graphic organizer used to brainstorm and come up with content, objectives, goals, and art projects for the class as a whole to participate in. The students had a huge amount of buy-in and the projects were relevant to their personal culture.
How appropriate are these theories and resources (for “high end learners”) for all students?
I think the theories and resources are fairly appropriate. It will depend on each unique learner make-up, but overall it seems like a good idea to challenge gifted students at a higher grade level standard, promote independent research, give opportunities for higher level thinking, and critical engagement with the resources.
How will this resource help me identify state standards I must address?
This resource will help me identify state standards I must address by giving me easy access to national and state standards for all of the content areas. This is actually a huge relief because we have spent so much time planning and thinking about assessment, etc. without me ever actually knowing what the standards are. I need to take these down and plan my practicum around them.
What other content should I familiarize myself with now?
I think it will be good for me to familiarize myself with the content standards for other classes as well. I can easily incorporate many other subject areas into art to help enrich my students' school experience. If I am aware of the content standards for other subject areas, I can more appropriately support other subject areas. Examples that come to mind are geometry (shape in drawing), science (light spectrum and paint mixing), literacy (discussion, critique, journaling, research), history and so on.
Challenging high-end learners
How will this be useful?
Looking at the section for challenging high-end learners gave me so many great ideas. It was actually really motivating and inspiring. What a phenominal resource! I think the section with measurable terms for thinking order objectives, high-order thinking questions, and questions that require critical thinking to respond will be useful for all students. It will be fun and challenging for me to organize my own resources and take advantage of this. I love the search function as well, I could find level appropriate standards for all variations of studies.
I also found it interesting how the middle school tasks were compared and adapted to high school objectives to help challenge TAG students. The sample grading rubrics and lesson ideas were also really cool and applicable. I am so glad that I had the opportunity to explore the ODE website more.
How can I make use of graphic organizers to illustrate concepts I’ll be teaching?
Graphic organizers will be helpful to me as I plan my own lessons and teaching strategies. I recently read about a graphic organizer used to brainstorm and come up with content, objectives, goals, and art projects for the class as a whole to participate in. The students had a huge amount of buy-in and the projects were relevant to their personal culture.
How appropriate are these theories and resources (for “high end learners”) for all students?
I think the theories and resources are fairly appropriate. It will depend on each unique learner make-up, but overall it seems like a good idea to challenge gifted students at a higher grade level standard, promote independent research, give opportunities for higher level thinking, and critical engagement with the resources.
How will this resource help me identify state standards I must address?
This resource will help me identify state standards I must address by giving me easy access to national and state standards for all of the content areas. This is actually a huge relief because we have spent so much time planning and thinking about assessment, etc. without me ever actually knowing what the standards are. I need to take these down and plan my practicum around them.
What other content should I familiarize myself with now?
I think it will be good for me to familiarize myself with the content standards for other classes as well. I can easily incorporate many other subject areas into art to help enrich my students' school experience. If I am aware of the content standards for other subject areas, I can more appropriately support other subject areas. Examples that come to mind are geometry (shape in drawing), science (light spectrum and paint mixing), literacy (discussion, critique, journaling, research), history and so on.
Tuesday, October 13, 2009
Sunday, October 11, 2009
Classroom uses for blogs
Blogs can be used in the classroom in numerous ways. They can support literacy, journaling, give students an opportunity to publish their work directly to the internet, discuss and comment on each others work, and create a sustainable, paperless classroom.
As an art teacher, I think a blog could become an electronic portfolio of student work. This would also give students the chance to explain and reflect on their own work, market themselves as artists, and discuss each others' work.
For French class, blogs provide a great opportunity for students to communicate with each other using written language, post projects, and respond electronically to other students in the class. Also, if we go on any field trips, blogging is a great form of travel journal. That way the student can look back on their own adventures in the future, but also share their stories with future students.
As an art teacher, I think a blog could become an electronic portfolio of student work. This would also give students the chance to explain and reflect on their own work, market themselves as artists, and discuss each others' work.
For French class, blogs provide a great opportunity for students to communicate with each other using written language, post projects, and respond electronically to other students in the class. Also, if we go on any field trips, blogging is a great form of travel journal. That way the student can look back on their own adventures in the future, but also share their stories with future students.
Wednesday, October 7, 2009
Personal Bio
Hey!
My name is Mariah Hanson, I am in the Willamette MAT program right now; getting endorsed in art and French at the middle and high school levels. This blog is for my Technology in Education class.
I was born in Seattle, Washington and after a couple of years in Japan spent the rest of my youth in Poulsbo, Washington. If you've never been there, you should go. It's cute historic port town with the theme of 'Little Norway.' I played soccer, ran track, and rode horses through high school.
I went to Willamette University for my undergraduate career and got my BA in Psychology with a minor in art studio. I also spent a semester abroad in Paris, France, which was an amazing experience. I met a lot of great people and the immersion really helped my language. I also got to study figure drawing and painting at an art institution and took an art history class where half of our lectures took place in the museums throughout the city. Willamette track and field was another highlight of my college experience. So fun! During my summers I worked at Blue Heron Farm directing the summer camp program, teaching riding lessons, and organizing a volunteer based therapeutic riding program for children with mental and physical disabilities.
After college I backpacked through Europe with my boyfriend for several months. I then got a job in mental health in Seattle. The non-profit that I worked for disseminates Marsha Linehan's Dialectical Behavior Therapy to mental health professionals. I learned a lot and had a great experience there, but realized that mental health is not the profession for me. After some reflection I decided that I would really enjoy being an art teacher. So, I applied to Willamette and here I am!
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