6.1 Continuous Learning
Candidates demonstrate continual growth in knowledge and skills of current and emerging technologies and apply them to improve personal productivity and professional practice. (PSC 6.1/ISTE 6a, 6b)
Artifact
Reflection
This artifact involved an unstructured field experience completed in ITEC 7460, Professional Learning and Technology Innovation. The context of the artifact was participation in the Georgia Art Education Association Fall Conference in November 2018. This field experience involved a two-day workshop that provided experiences ranging from use of iPads in the art classroom, implementation of Screencast-o-matic, STEAM in the art room, interdisciplinary connections within STEAM, and STEAM and science. The workshops included authentic learning experiences based upon instructional design, which included development of higher order thinking skills and self-reflection. Learning strategies were embodied which included classroom management, managing digital tools and resources, and online and blended learning. This professional development was specific to my subject area of art education, and it provided for continuous learning in the areas of art and technology. This artifact was completed individually.
This artifact demonstrates my ability to continually grow in knowledge and skills of current and emerging technologies. Workshops that I attended within the conference included Flipping in the Classroom, which uses technology such as screencasts to inform students of lesson material prior to class so that class time can be spent on participating in the project being taught. This technique, along with integrating STEAM in the art room, makes use of current and emerging technologies such as iPads and Screencast-o-matic for an authentic learning experience. Interdisciplinary workshops expanded upon this use of technology for not only instruction but also assessment, in that students can use screencasts to record and share what they have learned, which also serves as a form of self-assessment.
This artifact demonstrates my ability to apply knowledge and skills to improve personal productivity and professional practice. The knowledge and skills gained over the course of the conference can be applied in the art classroom as part of instructional design and assessment, so that more time can be spent supporting individual learning needs as students could have the opportunity to view content prior to class. Further strategies to improve personal productivity and professional practice include managing tools and resources as part of classroom management to support online and blended learning. Participation in the workshops also gave me the opportunity to interact with art educators who use digital tools and resources to improve teaching and increase student engagement. Reflecting upon the knowledge and skills gained has informed my professional practice as to how I can best use technology to continually grow and help my students do the same.
I learned how to use various forms of technology (devices, programs, and software) to enhance the student learning experience in my art classroom. Specifically, I learned how to support STEAM in the art room by bringing in other subject matter, such as reading, writing, math, and science, through the use of technology. I felt that each of my workshops were a benefit to each other, as I found that iPads could be used to support math in the art room, and Screencast-o-matic could involve research and writing in support of STEAM initiatives. To improve the quality of this artifact, I would present my new knowledge to colleagues who are members of our Science/STEM team, so that they could share what they learned with their respective grade levels.
As the only art teacher at my school, I am responsible for providing arts education to almost 1000 students, as well as supporting other grade level/subject area initiatives. Our school wide goals include increased use of technology within the art classroom as we move from STEM to STEAM. My experiences in these workshops gave me insight as to how I can provide this support and increase technology use for instruction, assessment, and student engagement. In addition, I can also coach other teachers on how art can benefit their students in those subject areas, and how we can work together towards the common goals of student achievement through technology. This impact can be assessed by student journaling involving their learning experiences, or by use of an online survey to record student and/or teacher views of the impact of iPads and Screencast-o-matic for an enhanced learning experience. I also feel confident hosting mini-workshops for staff that is interested in learning more, and then seeking feedback from those workshops.
This artifact involved an unstructured field experience completed in ITEC 7460, Professional Learning and Technology Innovation. The context of the artifact was participation in the Georgia Art Education Association Fall Conference in November 2018. This field experience involved a two-day workshop that provided experiences ranging from use of iPads in the art classroom, implementation of Screencast-o-matic, STEAM in the art room, interdisciplinary connections within STEAM, and STEAM and science. The workshops included authentic learning experiences based upon instructional design, which included development of higher order thinking skills and self-reflection. Learning strategies were embodied which included classroom management, managing digital tools and resources, and online and blended learning. This professional development was specific to my subject area of art education, and it provided for continuous learning in the areas of art and technology. This artifact was completed individually.
This artifact demonstrates my ability to continually grow in knowledge and skills of current and emerging technologies. Workshops that I attended within the conference included Flipping in the Classroom, which uses technology such as screencasts to inform students of lesson material prior to class so that class time can be spent on participating in the project being taught. This technique, along with integrating STEAM in the art room, makes use of current and emerging technologies such as iPads and Screencast-o-matic for an authentic learning experience. Interdisciplinary workshops expanded upon this use of technology for not only instruction but also assessment, in that students can use screencasts to record and share what they have learned, which also serves as a form of self-assessment.
This artifact demonstrates my ability to apply knowledge and skills to improve personal productivity and professional practice. The knowledge and skills gained over the course of the conference can be applied in the art classroom as part of instructional design and assessment, so that more time can be spent supporting individual learning needs as students could have the opportunity to view content prior to class. Further strategies to improve personal productivity and professional practice include managing tools and resources as part of classroom management to support online and blended learning. Participation in the workshops also gave me the opportunity to interact with art educators who use digital tools and resources to improve teaching and increase student engagement. Reflecting upon the knowledge and skills gained has informed my professional practice as to how I can best use technology to continually grow and help my students do the same.
I learned how to use various forms of technology (devices, programs, and software) to enhance the student learning experience in my art classroom. Specifically, I learned how to support STEAM in the art room by bringing in other subject matter, such as reading, writing, math, and science, through the use of technology. I felt that each of my workshops were a benefit to each other, as I found that iPads could be used to support math in the art room, and Screencast-o-matic could involve research and writing in support of STEAM initiatives. To improve the quality of this artifact, I would present my new knowledge to colleagues who are members of our Science/STEM team, so that they could share what they learned with their respective grade levels.
As the only art teacher at my school, I am responsible for providing arts education to almost 1000 students, as well as supporting other grade level/subject area initiatives. Our school wide goals include increased use of technology within the art classroom as we move from STEM to STEAM. My experiences in these workshops gave me insight as to how I can provide this support and increase technology use for instruction, assessment, and student engagement. In addition, I can also coach other teachers on how art can benefit their students in those subject areas, and how we can work together towards the common goals of student achievement through technology. This impact can be assessed by student journaling involving their learning experiences, or by use of an online survey to record student and/or teacher views of the impact of iPads and Screencast-o-matic for an enhanced learning experience. I also feel confident hosting mini-workshops for staff that is interested in learning more, and then seeking feedback from those workshops.