Tweeting - Not Just for the Birds!
Although I began using Twitter in 2015, the main reason was because it was required by my visual arts supervisor to enhance visibility of our art programs. I found it difficult to keep up with, although I enjoyed seeing the activities and opportunities that other teachers were providing for their students. In following a few art teachers and organizations, I felt I was part of something bigger than myself, and it motivated me to keep up with current trends and research. In beginning my Specialist degree in Instructional Technology, I was encouraged to find and follow technology coaches and leaders, as well as sites dedicated to use of various technology in the classroom. I receive email updates that remind me to check the tweets of my colleagues and organizations, and I always learn something new when I do. I frequently use the hashtags #cobbartrocks, #brumbystem, and #ITEC to connect with others who have similar goals and interests.
Hashtags - #yourock
Using hashtags is a great way to communicate with teachers, students, and parents through Twitter. My art colleagues know that if they type in #cobbartrocks, they will be able to access information from all over our county, enabling us to “collaborate and develop ideas as subject area is very specific” (Fitzpatrick, 2015). If I want to share how my art students are using STEM practices, #brumbystem lets parents and other teachers know how math, science, and engineering are a part of our art curriculum. This platform allows teachers to share best practices without having to visit others’ classrooms, and provides an opportunity for parents to understand what is happening in the classroom as well (Fitzpatrick, 2015). Although just reading tweets may be a passive way of staying connected, responding to tweets and participating in Twitter chats provides for a more active experience. Twitter chats can engage students with other students, teachers with students, and teachers with colleagues. Many professional learning networks use these chats to present and receive feedback on current issues in a specific field or subject area. Other ways that teachers can use Twitter to communicate with students and parents is to “tweet about upcoming assignments”, “create a career list”, or “create an online art gallery” for parents to view (Miller, 2012).
In previewing various podcasts, I found that a website I frequently use as an art education resource (Deep Space Sparkle) also hosts a series of podcasts, such as “The Surprising Benefits of Asking for Help”, "Dealing with Disrespectful Students”, and “Art Teacher Hacks for Creating Positive Art Classroom Routines”. These are issues that I deal with on a daily basis, and although I’ve previously used this site for lesson ideas and themed projects, I’m thrilled to know that there is additional support in areas I struggle with, even after being in the classroom for 20 years.
Another podcast I found interesting is KCRW Art Talk. Its podcasts include reviews from art critics Edward Goldman and Hunter Drohojowska-Philp, and discusses contemporary art and artists. While these are podcasts that I am interested in personally, they will also benefit me professionally, as part of our Georgia Standards of Excellence involve exposure to contemporary artists. While these podcasts are more cumbersome to search through (since I don’t know many of the artists or whether I am interested in their style or background), there is an element of surprise when I discover something that I could use along with a concept that I’m already teaching.
Another podcast I found interesting is KCRW Art Talk. Its podcasts include reviews from art critics Edward Goldman and Hunter Drohojowska-Philp, and discusses contemporary art and artists. While these are podcasts that I am interested in personally, they will also benefit me professionally, as part of our Georgia Standards of Excellence involve exposure to contemporary artists. While these podcasts are more cumbersome to search through (since I don’t know many of the artists or whether I am interested in their style or background), there is an element of surprise when I discover something that I could use along with a concept that I’m already teaching.
Creating podcasts with my students would definitely promote creativity in the art room, since they might have an “opportunity to bring out their personality and showcase how much they know about the subject” (Bradbury, 2018). Often, we finish a project with no culminating activity, as many students complete their work at different times. Using a podcast to describe or reflect upon what they did and learned would be a valuable means of assessment, and help them to realize that what they accomplished was important. Students would have a chance to collaborate, as a handful of our projects involve teamwork, and if a group of students were finishing at the same time, they could create a podcast together. I like the idea that “student projects can be set up as both individual or small group projects or can be structured as full class activities where groups of students are responsible for sections of the podcast” (Bradbury, 2018). Another thought towards collaboration is that students in other art classes could view these podcast prior to attending their session in order to preview the upcoming assignment. This leads into communication. Not only would students be communicating what they’ve learned with me, this would also make their knowledge available to their homeroom teachers, parents, administration, and other students. I love the idea that “when a student is given a microphone and a few guidelines for creating their content, the possibilities are limitless” (Bradbury, 2018). The encouragement to think critically through podcasting would definitely benefit my students in the art classroom, since our standards include writing (or speaking) an artist’s statement about what they created, how they created it, and why.
Podcasts = Opportunity
At an elementary school of almost 1000 students, the learning needs are very diverse, and with 40-minute art sessions, I am rarely able to address every need. I’m already thinking ahead to how I can reach more students by making podcasts of upcoming lessons available prior to instruction, as well as having them available during and afterward, so that we could pause and reflect upon the task at hand. I would be available to help students with specific needs if the class were able to view the lesson ahead of time, so that those who did understand could begin on their own. This would also benefit English Language Learners, as the podcast could be replayed, as well as those who may be exceeding the standards – they could help struggling students, choose an extension based upon what they learned, or help a group start their own podcast.
Below is a podcast I created to announce our school’s yearbook contest. After previously using ten minutes of instructional time explaining the contest during a 40-minute class, I’m excited to use my one-minute podcast to share the details ahead of time so that I can answer questions and give feedback. I’m beginning to see how the possibilities with podcasts are not only endless, but extremely beneficial to teachers, students, parents, and all involved with supporting the educational goals for each and every child.
Below is a podcast I created to announce our school’s yearbook contest. After previously using ten minutes of instructional time explaining the contest during a 40-minute class, I’m excited to use my one-minute podcast to share the details ahead of time so that I can answer questions and give feedback. I’m beginning to see how the possibilities with podcasts are not only endless, but extremely beneficial to teachers, students, parents, and all involved with supporting the educational goals for each and every child.
References
Bradbury, J. (2018). Why should we podcast with students? Learning through SAMR, Bloom's, & 4Cs.
Retrieved from Teacher Cast: https://www.teachercast.net/blog/samr-classroom-podcast-with-students/
Fitzpatrick, E. (2015). Building your PLN with Twitter: A beginner's guide. Retrieved from Learning Bird:
https://learningbird.com/building-your-pln-with-twitter-a-beginners-guide/
Miller, S. (2012). 50 ways to use Twitter in the classroom. Retrieved from TeachHUB:
http://www.teachhub.com/50-ways-use-twitter-classroom
Bradbury, J. (2018). Why should we podcast with students? Learning through SAMR, Bloom's, & 4Cs.
Retrieved from Teacher Cast: https://www.teachercast.net/blog/samr-classroom-podcast-with-students/
Fitzpatrick, E. (2015). Building your PLN with Twitter: A beginner's guide. Retrieved from Learning Bird:
https://learningbird.com/building-your-pln-with-twitter-a-beginners-guide/
Miller, S. (2012). 50 ways to use Twitter in the classroom. Retrieved from TeachHUB:
http://www.teachhub.com/50-ways-use-twitter-classroom