21st-century-teaching-and-learning-itec-7400.html
In reflection of teaching and learning in the 21st century, I'm excited to share the knowledge and skills I have gained through ITEC 7400. As an art educator for 20 years, I felt I had kept up with how my students learn, and have been exposed to many types of technology. However, I did not have the understanding necessary in order to evaluate or implement much of that technology, and the longer I teach, the more I realize that student needs are changing and we have a more diverse population that I am eager to support.
During this course, I've had the opportunity to work with a team of teachers within my school in order to develop an engaged learning project that uses technology to support higher order thinking skills as well as cultural and global awareness, within a multi-disciplinary process that involves students as explorers, teachers, and producers (ISTE-C 2.3, 2.4, 2.6). The content of this project involves instructional technology and productivity tools, two categories that I was not previously exposed to, in order to present relevant information to students, in addition to supporting the process of designing a water filter and documenting, then presenting, their work to others (ISTE-C 2.1).
Specifically, I have learned how to evaluate online content, instructional software, e-books, and e-references, including projects and publishing opportunities, based upon engaged learning indicators and the LoTi scale, in order to support diverse groups of learners from varying cultures with different abilities. In the process, I've had the opportunity to evaluate my peers' understanding and implementation of these same technologies, which has helped me learn how to coach others in engaging students through technology sources in the 21st century (ISTE-C 2.2, 3.6).
This practice helps me feel more confident in my abilities to teach and coach, but I'm still questioning how I can blend online learning into the tactile nature of the art room. I'm prepared to use technology to instruct; however, I'm aware that use of technology as a productivity tool for students can get lost among the paper and paint. I do feel that technology can provide access to and understanding of K-5 Visual Art Standards, as well as how those standards are assessed within the projects student complete. In using technology to teach, produce, and assess, both myself and my students will be meeting ISTE standards as well. My goal is to engage students through use of a visual portfolio in which they can record and assess their projects and progress, and that parents can access in order to give feedback and be more present in their students' education. In the 21st century, we have so many opportunities to create relationships with students, parents, colleagues, and the community through use of technology, and this course has started me on the path of evaluating and implementing technology tools to increase student success now and in the future (ISTE-C 2.7, 6.1).
In reflection of teaching and learning in the 21st century, I'm excited to share the knowledge and skills I have gained through ITEC 7400. As an art educator for 20 years, I felt I had kept up with how my students learn, and have been exposed to many types of technology. However, I did not have the understanding necessary in order to evaluate or implement much of that technology, and the longer I teach, the more I realize that student needs are changing and we have a more diverse population that I am eager to support.
During this course, I've had the opportunity to work with a team of teachers within my school in order to develop an engaged learning project that uses technology to support higher order thinking skills as well as cultural and global awareness, within a multi-disciplinary process that involves students as explorers, teachers, and producers (ISTE-C 2.3, 2.4, 2.6). The content of this project involves instructional technology and productivity tools, two categories that I was not previously exposed to, in order to present relevant information to students, in addition to supporting the process of designing a water filter and documenting, then presenting, their work to others (ISTE-C 2.1).
Specifically, I have learned how to evaluate online content, instructional software, e-books, and e-references, including projects and publishing opportunities, based upon engaged learning indicators and the LoTi scale, in order to support diverse groups of learners from varying cultures with different abilities. In the process, I've had the opportunity to evaluate my peers' understanding and implementation of these same technologies, which has helped me learn how to coach others in engaging students through technology sources in the 21st century (ISTE-C 2.2, 3.6).
This practice helps me feel more confident in my abilities to teach and coach, but I'm still questioning how I can blend online learning into the tactile nature of the art room. I'm prepared to use technology to instruct; however, I'm aware that use of technology as a productivity tool for students can get lost among the paper and paint. I do feel that technology can provide access to and understanding of K-5 Visual Art Standards, as well as how those standards are assessed within the projects student complete. In using technology to teach, produce, and assess, both myself and my students will be meeting ISTE standards as well. My goal is to engage students through use of a visual portfolio in which they can record and assess their projects and progress, and that parents can access in order to give feedback and be more present in their students' education. In the 21st century, we have so many opportunities to create relationships with students, parents, colleagues, and the community through use of technology, and this course has started me on the path of evaluating and implementing technology tools to increase student success now and in the future (ISTE-C 2.7, 6.1).