Collaboration and Critical Thinking with Web Apps
When it comes to collaboration and critical thinking, there are multiple ways to engage students in the classroom. “Collaborative learning teams are said to attain higher level thinking and preserve information for longer times than students working individually” (Clifford, 2018). Use of web apps is one way to provide for collaboration, while incorporating critical thinking skills, especially involving project-based and authentic learning. “Rather than spending a lot of time designing an artificial scenario, use inspiration from everyday problems. Real world problems can be used to facilitate project-based learning and often have the right scope for collaborative learning” (Clifford, 2018). The following web apps can be used individually or for group projects, and for a specific aspect of an assignment or a project as a whole. Many also allow a teacher to “consider the learning process itself as part of assessment” as they focus on problem solving and critical thinking skills (Clifford, 2018).
Canva
Canva can be used individually, but also as a collaboration tool. The examples below show how one student satisfied the requirements for an individual assignment (which shows aspects of critical thinking), as well as how she worked with a group to design the logo and menu for a Donut Shop (that was actually implemented, frosting and all)! Canva is a simple web app for students to navigate, but many images do require a small fee to use.
Drawp for School
Drawp for School is an app that I explored, but have not used with students. It is recommended by Common Sense Education, and provides for electronic collaboration through drawing, whether group brainstorming or a collaborative presentation. I can imagine using this app with older students to explain steps to a process through pictures, or for a collaborative artwork based on art standards. A downside to this program is the $99 subscription fee, while many others programs (without as many features, but still engaging) are free or much less costly. Below are representations that describe the benefits of the app and how it works.
Makers Empire
Makers Empire is another app that would provide for collaboration and critical thinking in the art room or STEM Lab. Not only does it address collaboration and critical thinking, but also communication and creativity, and is recommended by Common Sense Education as a collaborative tool for students. With our school having two 3D printers, I appreciate that this program offers lesson plans, but also states that a substantial amount of detailed planning is involved, and to be prepared for student frustration. Below are descriptions of how this app can foster critical thinking through the variety of educational opportunities it provides.
Quizizz
Quizizz is an app that I have previously used only for teaching purposes, but decided to explore in terms of student collaboration and critical thinking. In my lesson plan project, students will need to develop a quiz based upon specific subject matter that other students can access. This may be the perfect tool for helping them with that task. Not only can you search quizzes for examples (that you can also take yourself), but groups of students could create a quiz based upon their specific art terms, and even develop a game to make the assessment more engaging. Below are depictions of my personal Quizizz page, along with quiz and game examples. This web resource is valuable for all grade levels and all subject areas. A disadvantage is the inability to create student accounts within a teacher account, but student groups could create individual collections of quizzes that they have created or taken, and other student groups could view these as well.
One Note and Sway
OneNote and Sway are two components of Office 365. Our staff is currently undergoing Microsoft Innovative Educator (MIE) training, so I have a limited understanding of these apps, and was excited to explore uses for student collaboration and critical thinking. OneNote is definitely more of a collaboration tool, as student accounts can be added within a teacher account, assignments can be shared between teachers, students, and parents, and all students can communicate with each other through the Collaboration Space. Sway is more of a presentation tool that involves critical thinking, as groups of students can construct a Sway together to describe a process, answer a question, solve a problem, or present new knowledge in an organized way. The main disadvantage would be for students who do not have device or internet access outside of school, as the app is otherwise accessible through desktop, laptop, tablet, or phone. The screencast below shares a few ideas about how both apps can increase student engagement.
2Cs Are Better Than No Cs
Collaboration, critical thinking, communication, and creativity seem to go hand-in-hand (in-hand, in-hand) when addressing 21st Century skills. In focusing on the first two, I found that some apps were clearly meant more for collaboration, while others supported critical thinking more specifically. With that being said, there are certainly ways for students to collaborate on many levels, with careful planning and execution. Similarly, critical thinking can be incorporated by the types of tasks that students are asked to complete, and inclusion of self-assessments. Aside from apps that cost, the only real disadvantage is that technology can be unavailable for a number of reasons, so having a backup plan is essential for student success.
BYOD - YAY or NAY?
Bring Your Own Device (BYOD) is not necessarily practical for the elementary art classroom, and I have not had a chance to use this as a teaching or learning tool. “It’s a strategy that requires careful consideration of desired device use, compatibility with educational software, security, and educational equity” (Rodgers, 2018). To be able to implement this concept effectively, I would first need to limit the amount of hands-on (and messy) tools that we work with. I may need to have a designated day for digital tool use. Most students in my school do not have phones, and if I were to implement a BYOD program, it would start with fifth grade only. It would also be beneficial to “consider distributing a survey at the beginning of the school year to gain more insight on internet access at home” (Rodgers, 2018). If it were an initiative across subject areas, I wonder how many parents might activate an older phone for their student, if they thought it might benefit their success. A problem with that (and any device) is that many do not have the same updates or access to the same apps. With my fifth grade population being right at 150, and seeing them for forty minutes, two days in a row, every sixteen days, it would take quite an effort to make BYOD a reality. I do believe that aligning the BYOD strategies with state standards and county policy would be a place to start, and it would be relevant to “develop a plan to measure the impact and effectiveness of the BYOD strategy before rolling out” (Rodgers, 2018). A main reason why I am interested in the future of BYOD is that “it will help to set models, highlight best practices, and help to underscore the macro-level cause-and-effect of mobile and technology-based learning”, all of which support digital citizenship in the educational setting (Bhatt, 2017).
Another issue involves technical support. I would definitely want to designate a few students as "experts" in iOS and Android, and have iPads available for those students who did not have access to a mobile device, to ensure equity. I could also post a technology resource chart, and “teach students to organize their digital work and school materials” to keep the storage aspect under control (Bhatt, 2017). I am certain that many of my students know more about technology than I do, and am committed to learning as much as I can so that when BYOD becomes prevalent in the elementary school, as “it is expected to continue to grow as the use of cellphones in schools becomes less taboo and more useful with each passing year”, I am ready (Rodgers, 2018). Whether students bring their own device or have access to one of our school's iPads, I'm excited about the future of web apps in the art classroom, for not only drawing and creating, but for collaborating and thinking critically in the process.
Another issue involves technical support. I would definitely want to designate a few students as "experts" in iOS and Android, and have iPads available for those students who did not have access to a mobile device, to ensure equity. I could also post a technology resource chart, and “teach students to organize their digital work and school materials” to keep the storage aspect under control (Bhatt, 2017). I am certain that many of my students know more about technology than I do, and am committed to learning as much as I can so that when BYOD becomes prevalent in the elementary school, as “it is expected to continue to grow as the use of cellphones in schools becomes less taboo and more useful with each passing year”, I am ready (Rodgers, 2018). Whether students bring their own device or have access to one of our school's iPads, I'm excited about the future of web apps in the art classroom, for not only drawing and creating, but for collaborating and thinking critically in the process.
References
Bhatt, R. (2017, August 14). 10 simple tips for better teaching with tablets [Blog post]. TeachThought. Retrieved from https://www.teachthought.com/pedagogy/10-simple-tips-for-better-teaching-with-tablets/
Clifford, M. (2018, June 28). 20 collaborative learning tips and strategies for teachers. TeachThought. Retrieved from https://www.teachthought.com/pedagogy/20-collaborative-learning-tips-and-strategies/
Rodgers, D. (2018, March 16). BYOD in Schools: A Beginner's Guide. Retrieved from Schoology Exchange: https://www.schoology.com/blog/byod-in-schools-a-beginners-guide
Bhatt, R. (2017, August 14). 10 simple tips for better teaching with tablets [Blog post]. TeachThought. Retrieved from https://www.teachthought.com/pedagogy/10-simple-tips-for-better-teaching-with-tablets/
Clifford, M. (2018, June 28). 20 collaborative learning tips and strategies for teachers. TeachThought. Retrieved from https://www.teachthought.com/pedagogy/20-collaborative-learning-tips-and-strategies/
Rodgers, D. (2018, March 16). BYOD in Schools: A Beginner's Guide. Retrieved from Schoology Exchange: https://www.schoology.com/blog/byod-in-schools-a-beginners-guide