Wednesday, April 14, 2010
Movie
Here is a link to the movie that I had to put together for class. It deals with transferring an image from a printed document to a canvas, piece of drawing paper, etcetera.
Tuesday, April 6, 2010
Web2ThatWorks
I lied. I am throwing in one more blog for Instructional Technology.
This last assignment is about the Web2ThatWorks Wiki--http://www.web2thatworks.com/index.php?title=Main_Page. This particular wiki is "an information resource as well as an interactive space where readers can add their own insights and strategies." Many times, technology seems to be yet another obligation to fulfill when teaching. Web2ThatWorks does not want technology to be another obligation that gets in the way of the curriculum and learning process. This wiki is "a work in progress" where anyone can register and add their own input, advice, and resources/services about specific Web 2.0 tools. The wiki is a central hub for teachers. Web2ThatWorks offers advice on 'Classroom Instruction that Works' and a 'Master List of Tools.' Under the 'Classroom Instruction that Works' subcategory teachers may find tips on summarizing, note-taking, homework, practice, questions, cues, advanced organziers, and much more. Furthermore, the 'Master List of Tools' subcategory offers services/links on online graphic organizers, open source wiki software, video communications, 3D drawing software, online graphic editors, and so much more.
Rather than jumping all around the Web, spending too much time doing so, and hoping to find some way to incorporate technology into your lesson, Web2ThatWorks offers itself as a simple and direct means of finding what you want--bringing technology into the classroom without it becoming an obligation. It's easy, free, and open to anyone to use and enjoy.
This last assignment is about the Web2ThatWorks Wiki--http://www.web2thatworks.com/index.php?title=Main_Page. This particular wiki is "an information resource as well as an interactive space where readers can add their own insights and strategies." Many times, technology seems to be yet another obligation to fulfill when teaching. Web2ThatWorks does not want technology to be another obligation that gets in the way of the curriculum and learning process. This wiki is "a work in progress" where anyone can register and add their own input, advice, and resources/services about specific Web 2.0 tools. The wiki is a central hub for teachers. Web2ThatWorks offers advice on 'Classroom Instruction that Works' and a 'Master List of Tools.' Under the 'Classroom Instruction that Works' subcategory teachers may find tips on summarizing, note-taking, homework, practice, questions, cues, advanced organziers, and much more. Furthermore, the 'Master List of Tools' subcategory offers services/links on online graphic organizers, open source wiki software, video communications, 3D drawing software, online graphic editors, and so much more.
Rather than jumping all around the Web, spending too much time doing so, and hoping to find some way to incorporate technology into your lesson, Web2ThatWorks offers itself as a simple and direct means of finding what you want--bringing technology into the classroom without it becoming an obligation. It's easy, free, and open to anyone to use and enjoy.
Saturday, April 3, 2010
Using Technology in the Classroom v.2
College: Malone University
Course:EDUC362 - Instructional Technology
Semester: Spring 2010
With only 3 more assignments left (my movie of video clips, professionalism, and Web2ThatWorks Activity) I think it is appropriate that I evaluate my use of technology in the classroom at this point. I started off this course with my first blog entry being about "Using Technology in the Classroom." Now, I am going to conclude the course with an updates version (v.2) of my first blog entry.
Though I am still not one to spend countless hours in front of the computer preparing lessons and surfing the Web, I am more aware of how many different tools and applications technology has for me to use in the classroom if necessary or called upon. More and more school districts are requiring the incorporation of technology into their classroom in this technology/media-frenzied world. I am glad to say that I am not intimidated by the thought of incorporated technology into my future classroom. I know how to use wikis, blogs, WebQuests, electronic portfolios, teacher web pages, search engines, MovieMaker, PowerPoint, Google, a variety of educational software, and other such applications--all resources for teaching and learning. Feel free to take a glance at my sample electronic portfolio to see a more complete list: http://sites.google.com/site/billylattaundergradportfolio/home.
This resources equip me in becoming a Highly Qualified Teacher. The art classroom is often mistaken for a tech-free space; however, I know how to incorporate all the above into many different lessons. MovieMaker would be a great companion with the online lesson/journey, WebQuest, I have compiled. Students could put together multiple video clips to present their research they come up with in their quest. Google Docs is a great place to post information and encourage collaboration between students. Blogs are a simple and free way of networking and sharing ideas (example: my own experiences with art at museums, conventions, and etcetera) in a eye-pleasing and friendly environment. The options are infinite. You just need to think outside the box and be creative.
Course:EDUC362 - Instructional Technology
Semester: Spring 2010
With only 3 more assignments left (my movie of video clips, professionalism, and Web2ThatWorks Activity) I think it is appropriate that I evaluate my use of technology in the classroom at this point. I started off this course with my first blog entry being about "Using Technology in the Classroom." Now, I am going to conclude the course with an updates version (v.2) of my first blog entry.
Though I am still not one to spend countless hours in front of the computer preparing lessons and surfing the Web, I am more aware of how many different tools and applications technology has for me to use in the classroom if necessary or called upon. More and more school districts are requiring the incorporation of technology into their classroom in this technology/media-frenzied world. I am glad to say that I am not intimidated by the thought of incorporated technology into my future classroom. I know how to use wikis, blogs, WebQuests, electronic portfolios, teacher web pages, search engines, MovieMaker, PowerPoint, Google, a variety of educational software, and other such applications--all resources for teaching and learning. Feel free to take a glance at my sample electronic portfolio to see a more complete list: http://sites.google.com/site/billylattaundergradportfolio/home.
This resources equip me in becoming a Highly Qualified Teacher. The art classroom is often mistaken for a tech-free space; however, I know how to incorporate all the above into many different lessons. MovieMaker would be a great companion with the online lesson/journey, WebQuest, I have compiled. Students could put together multiple video clips to present their research they come up with in their quest. Google Docs is a great place to post information and encourage collaboration between students. Blogs are a simple and free way of networking and sharing ideas (example: my own experiences with art at museums, conventions, and etcetera) in a eye-pleasing and friendly environment. The options are infinite. You just need to think outside the box and be creative.
Friday, April 2, 2010
Ethics
Ethics are moral principles that apply to all aspects of life. Integrating Technology and Media into the Classroom, defines ethics as "standards that determine whether an action is good or bad." Many people may associate ethics with the fields of medicine or business; however, ethics apply far beyond such work places. Teachers are highly responsible for holding a code of moral principles too. Ethics help maintain order, attitude, and progress in the classroom. Teachers have a responsibility to their students, co-workers, community, and themselves.
Firm, positive, optimistic, and fair ethics will set the tone of how my classroom functions. I have a responsibiliy as an educator to have a foundation of ethics that I bring to the school and classroom each and everyday. I need to be disciplined in my observations of how students function and how I function. Sensible and fair decisions should be equally distributed about the classroom. No student is greater than the other. Each student is on an equal playing field. Likewise, though I am the teacher, I have much to still learn in the classroom. I may have more education than my students; however, that does not make me better than them. As an educator, I am in a position to serve the needs of my students and to cooperatively act alongside my colleagues and community. Under my own personal code of ethics, I am responsible for upholding a safe and caring learning environment. In the art room I have even further duties to have ethics regarding supplies, safety, time, and creativity. Hopefully, the ethics I possess and exhibit serve as an example and transpose to those surrounding and interacting with me, particularly my students.
Pros/cons: Concern with ethics can do one of two things--build you up or bring you down. Establish your own set of moral principles, remind yourself of them, and exhibit them in the classroom. In this respect, ethics can serve as an extremely beneficial contribution to the classroom. Nevermore, if one dwells and continually alters his/her code of ethics, a classroom may be in distress and chaos with undefined standards and expections constantly being thrown around the room.
Firm, positive, optimistic, and fair ethics will set the tone of how my classroom functions. I have a responsibiliy as an educator to have a foundation of ethics that I bring to the school and classroom each and everyday. I need to be disciplined in my observations of how students function and how I function. Sensible and fair decisions should be equally distributed about the classroom. No student is greater than the other. Each student is on an equal playing field. Likewise, though I am the teacher, I have much to still learn in the classroom. I may have more education than my students; however, that does not make me better than them. As an educator, I am in a position to serve the needs of my students and to cooperatively act alongside my colleagues and community. Under my own personal code of ethics, I am responsible for upholding a safe and caring learning environment. In the art room I have even further duties to have ethics regarding supplies, safety, time, and creativity. Hopefully, the ethics I possess and exhibit serve as an example and transpose to those surrounding and interacting with me, particularly my students.
Pros/cons: Concern with ethics can do one of two things--build you up or bring you down. Establish your own set of moral principles, remind yourself of them, and exhibit them in the classroom. In this respect, ethics can serve as an extremely beneficial contribution to the classroom. Nevermore, if one dwells and continually alters his/her code of ethics, a classroom may be in distress and chaos with undefined standards and expections constantly being thrown around the room.
Thursday, April 1, 2010
Thoughts on Podcasting
Rising in popularity, podcasting is one of the newer technologies being explored and used by people around the world. Our Instructional Technology textbook, Integrating Technology and Digital Media in the Classroom, defines a podcast as "recorded audio, usually an MP3 file, stored in a file on a Web site that can be downloaded to a computer or a portable media player such as an iPod"--http://oc.course.com/sc/tdc5/index.cfm?action=terms&isbn=978-1-4239-1180-7&chapter=2. I know that my iPod consists of a couple podcasts that I really enjoy listening to, such as PotterCast: #1 Harry Potter Podcast. Podcasts are categorized into a wide-variety of genres. iTunes is filled with thousands of free podcasts that you can easily access and download for your enjoyment.
Amongst the mass of different podcast genre's, iTunes U has conveniently compiled all the different educational podcasts into one, organized location. There are podcasts for grades K-12, college students, beyond the campus, and so much more. You can find podcasts on food, music, art, history, science, business, and so many other related topics. In my classroom, I would take full advantage of the podcasts about art, such as the Metropolitan Museum of Art's podcast or The Museum of Moden Art's podcast. Likewise, branching right to the side of podcasts are vodcasts which include video. I'd love to download some of these pertaining to whatever I may be teaching to share them with my class.
Podcasts would also be great for me to setup to share with my class. If I happen to attend a conference or gallery, I want to be able to document and share what I have learned and experienced with my students. I am more of a speaker and less of a writer, so podcasting would be a great way to document and share with my students about my trip.
Pros of podcasting: podcasting serves as an alternate form of introducing new material which students may enjoy as opposed to typically reading. Likewise, one does not have to necessarily be sitting at a table/desk to listen to someone lecture. Podcasting allows people to listen to lectures and discussions on-the-go (in the car, walking to class, or while doing another activity that must be done). Podcasting is generally simple to setup and easy to download.
Cons of podcasting: some people may not like to listen to a voice coming out of their MP3 player, computer, and etcetera when not in the classroom. Some people need a visual aid to fully comprehend what is being said. Though podcasting may seem simple for some people, it may be a bother for others. There are certain steps that one must go through to convert their podcast into a presentable audio file. Also, some people may not have a microphone to record their podcast.
Amongst the mass of different podcast genre's, iTunes U has conveniently compiled all the different educational podcasts into one, organized location. There are podcasts for grades K-12, college students, beyond the campus, and so much more. You can find podcasts on food, music, art, history, science, business, and so many other related topics. In my classroom, I would take full advantage of the podcasts about art, such as the Metropolitan Museum of Art's podcast or The Museum of Moden Art's podcast. Likewise, branching right to the side of podcasts are vodcasts which include video. I'd love to download some of these pertaining to whatever I may be teaching to share them with my class.
Podcasts would also be great for me to setup to share with my class. If I happen to attend a conference or gallery, I want to be able to document and share what I have learned and experienced with my students. I am more of a speaker and less of a writer, so podcasting would be a great way to document and share with my students about my trip.
Pros of podcasting: podcasting serves as an alternate form of introducing new material which students may enjoy as opposed to typically reading. Likewise, one does not have to necessarily be sitting at a table/desk to listen to someone lecture. Podcasting allows people to listen to lectures and discussions on-the-go (in the car, walking to class, or while doing another activity that must be done). Podcasting is generally simple to setup and easy to download.
Cons of podcasting: some people may not like to listen to a voice coming out of their MP3 player, computer, and etcetera when not in the classroom. Some people need a visual aid to fully comprehend what is being said. Though podcasting may seem simple for some people, it may be a bother for others. There are certain steps that one must go through to convert their podcast into a presentable audio file. Also, some people may not have a microphone to record their podcast.
Wednesday, March 31, 2010
Virtual Tours
A virtual tour, according to Wikipedia, is "a simulation of an existing location, usually composed of a sequence of video images"--http://en.wikipedia.org/wiki/Virtual_tour. Virtual tours are computer-generated and great for educational and informational purposes because they allow the viewer to feel as if they are actually walking through the space being displayed. For so many people who do not have the immediate ability/opportunity to go and study a particular place that, virtual tours prove to be more than satisfactory. Additionally, these tours allow people today to visually experience historic sites and landmarks that may no longer be standing as they once did (such as the Parthenon) or even exist (such as an ancient Roman city).
Virtual tours would be a phenomenal addition to an art classroom, especially when exploring art history. I know there are virtual tours of the Vatican and Stonehenge which would be great for my students to explore in a three-dimensional outlook. The Vatican is home to hundreds of works from the Renaissance and Stonehenge is fundamental in studying the arts, being one of the earliest architectural constructs in history.
A list of pros:
- Provide access to view and learn about particular places that are not immediately/conveniently nearby.
- People can peruse locations at a pace that pleases them.
- Destroyed, extinct, or restricted locations can be recreated to experience once again.
- Simple and easy to access.
- A captivating change from just viewing pictures in a book, printed document, or on the Web.
A list of cons:
- Not everyone may have computer accessibility to particpate.
- Some angels of the space being viewed may not be recorded in the virtual tour; limiting field of vision.
- A virtual tour is not the actual place--thus, the 'nit-bit' details and actual environment will not be fully experienced.
Virtual tours would be a phenomenal addition to an art classroom, especially when exploring art history. I know there are virtual tours of the Vatican and Stonehenge which would be great for my students to explore in a three-dimensional outlook. The Vatican is home to hundreds of works from the Renaissance and Stonehenge is fundamental in studying the arts, being one of the earliest architectural constructs in history.
A list of pros:
- Provide access to view and learn about particular places that are not immediately/conveniently nearby.
- People can peruse locations at a pace that pleases them.
- Destroyed, extinct, or restricted locations can be recreated to experience once again.
- Simple and easy to access.
- A captivating change from just viewing pictures in a book, printed document, or on the Web.
A list of cons:
- Not everyone may have computer accessibility to particpate.
- Some angels of the space being viewed may not be recorded in the virtual tour; limiting field of vision.
- A virtual tour is not the actual place--thus, the 'nit-bit' details and actual environment will not be fully experienced.
Tuesday, March 30, 2010
Curriculum Page
Group Members: Billy Latta and Jared Szari
Grade Level: High School / 9-12
Topic and Task: Peeking at Adobe Photoshop Creative Suite 5
Photoshop CS4 has done us well over the past few years; however, bigger and better installments are coming our way. Discussion about the CS5 software has come to light. Take some time to read the following document and watch the provided YouTube videos about what has been released about CS5: http://designshack.co.uk/articles/software/photoshop-cs5-a-sneak-peek. Then, follow up by answering a few questions that correspond with the artcle and videos.
1. What is the name of CS5's upgrade on CS4's content-aware scaling? Watch the Sneak Peek of this new level and provide one example/scenario of how it is applied.
2. Name one example of how the use of brushes in CS5 will be enhanced.
3. What is the most noticeable feature with CS5 regarding Refine Edge?
4. What new features compares your previous swatch to the new color you're sampling via click and drag?
5. Name one minor upgrade regarding straightening, saving, or layer opacity.
6. What is the best place to find CS5 information?
Grade Level: High School / 9-12
Topic and Task: Peeking at Adobe Photoshop Creative Suite 5
Photoshop CS4 has done us well over the past few years; however, bigger and better installments are coming our way. Discussion about the CS5 software has come to light. Take some time to read the following document and watch the provided YouTube videos about what has been released about CS5: http://designshack.co.uk/articles/software/photoshop-cs5-a-sneak-peek. Then, follow up by answering a few questions that correspond with the artcle and videos.
1. What is the name of CS5's upgrade on CS4's content-aware scaling? Watch the Sneak Peek of this new level and provide one example/scenario of how it is applied.
2. Name one example of how the use of brushes in CS5 will be enhanced.
3. What is the most noticeable feature with CS5 regarding Refine Edge?
4. What new features compares your previous swatch to the new color you're sampling via click and drag?
5. Name one minor upgrade regarding straightening, saving, or layer opacity.
6. What is the best place to find CS5 information?
Credits:
All photos taken and provided by Jared Szari
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