Voki: Avatar Andrea

What I Did

Using Voki I created an avatar to introduce myself. The site lets you record your own voice, but I hate to hear myself so I used one of the provided voices. I really loved the background options. As you can see below, I chose this one to put everyone in the Christmas spirit. Enjoy! My introduction can also be read here.

Wordle: Art with Words?

What I did

I was asked to compare the ISTE Nets-T standards in 2000 with those in 2008. I was introduced to a site called Wordle, which I used to illustrate the two differing years, shown below (2000 on top, 2008 on bottom). The size and color or words control the prominence of the word in the whole message. Technology, for example, is what this is all about and is the largest word shown.

 

 

When comparing the older standards with the more recent there are some major differences. Some changes include emphasis from just “technology” to “digital age,” “diversity” in the classroom to “global awareness,” “sound understanding of technology” to “fluency,” The 2008 version includes “active” learning for students in problem solving and  the use of technology as the resource or tool. "Safety and health” only mentioned in 2000 are specified as “responsible social interactions” and property rights later. There is an emphasis on the individual’s learning in the later as well as the frequent use of the words “collaboration” and “innovation.” The later versions reflect similar goals, but it is more specified to reflect the rapid growth of technology that has decreased the distance between people in the world socially and the expanse of free information readily available. We are connected to each other with clicks of a mouse, phone button, or touch on a tablet. Collaboration is easier with the sharing of information.

 

Application

This activity with Wordle can be applied to my art class in different ways. Students could use it to create an interesting aspect of another project by printing it off and incorporating it, such as a collage. Also, this might be a good begining of the year activity for students to create a "wordle" about themselves or as an intro for students to express what they think or feel about art, similar to the one I did below.
 

 



Carpe Diem vs. St. Mary

What I Did
I watched a presentation concerning the rapid growth of mobile use for the internet and the impact it will have on education.

How prepared are you to engage in each type of learning?

I have always found it easier to learn by doing rather than being “spoon-fed” information to only spit it out for an exam. With the Carpe Diem method too much relies on what the information is about, how much time is provided, and the individual’s own learning interests and style. You are going to get it or not get it. With the St. Mary’s approach mistakes are useful learning opportunities and there are many ways to achieve a goal. With more tools and technology comes more ways to explore and learn, so why continue drilling students for half the day? Facts look the same on the computer screen as they do on the board.

What would you suggest teachers in your field adopt based on current knowledge of mobile/wireless devices?
Art teachers should adopt the use of the internet as a major tool for creative purposes, which I believe most have done. They should learn as much as they can about technology available for art to expose students to the many options in this digital age. Teachers should adopt learning networks online with their students to promote team-work, group learning, and sharing of information so that students can receive information and give information to others. Incorporating different creative apps, similar to the Picasso activity previously explored in this blog, would also increase students’ motivation as they experience fun and are able to practice their creative freedom.

All teachers need to start adopting smart devices into the classroom. Rules are placed for students to put their phones away or not enter social networking sites in school. Why not use these as learning tools if the rules are going to be broken anyway? Use students’ interests and technology skills to their advantage.

What would you recommend in terms of a school wide initiative to improve teaching and learning at this point if you were in a position to do so?
Many Virginia schools could use a new initiative for teachers because it is often about test scores and numbers when the S.O.L.s are concerned. Though there are no S.O.L. exams for art, students keep that same mindset that their score is the most important thing, not the process and what they learn; if the number is lower than they would like then they have failed. This should not be the case. Like the presentation stressed, the 21st century is about problem solving and coming up with new solutions. It is about the process. If students are shown the destination automatically, how will they be able to understand how they got there or the reasoning behind it? It would be like getting art students to do paint-by-numbers all the time. The school-wide initiative I would like to see would be a new, exploratory learning process for students that involves group cooperation, use of as many tools and technology as possible, and that is project-oriented.

A mixture of the 2 models (Carpe Diem vs St. Marys) is probably in everyone’s future. How do you see executing your version of the blend in your field?
I would propose introducing the information/content in a way that allows students to be self-motivated. They can explore the aspects they find most interesting. Guide them through a specific activity by identifying a specific problem or question. They are presented with tools to discover the answer. They are able to experiment and inquire in different ways. The internet and available software, such as Adobe Creative Suite, Apps, etc., are the tools.

While the students have had time to “play” with the ideas presented, the Carpe Diem approach to learning might come in handy. Sometimes background knowledge needs to be given and understood to see the bigger picture. For example, an art student isn’t going to understand an art period/movement without first knowing the meaning of the terms associated.

When students need to be evaluated tests often take the approach of students regurgitating the correct answers on paper, which can show the teacher that the students do know information. However, students should be evaluated in different ways to cater to different learning styles with projects, written exams, and other activities. Students can be presented with a new problem and demonstrate what they have learned by using the same skills they used before to solve the new problem.

Excel: T-Test

What I Did

Excel is still new to me so I hope I did this assignment right. I generated the descriptive statistics for male and female reading scores and took a snipping of the two together to compare them.

 

 

I then followed the directions for the t-test: clicking on "data analysis," selecting "two-sample assuming equal variances," and selecting the male and female score columns separately for "variable 1 and 2." I compared the data entered for "P(T<=t) one-tail," which was about 1.6 to the limit of .05 for the confidence level. That means that instead of having a 95% degree of confidence or greater, I came up with - 60%. That means that there isn't any statistical evidence indicating that gender effects reading scores. The differences in scores are for other reasons, like chance or measurement error. I would have to NOT reject the null hypothesis- there is no connection between gender and reading scores.

 

What I Learned/Application

 

The t-test could be used on other data that is collected for research in my art classroom. For example,  a good research question might be do left handed students have better drawing skills than right-handed students? I have often heard that it is true because of the way the brain works but have yet to see evidence to prove it. The hypothesis would be students that draw/write with the left-hand have better drawing skills than students who are right-handed (the dominant writing hand is the independent variable). The null hypothesis would be that left or right-hand dominance does not determine drawing skill. This would be tricky because I would have to choose a good sample of students (male and female, different ages) and administer an art test that would test their hand/eye coordination, control, and understanding of light, form, space, etc. I would have to have a specific image that the students must render to have a control and also grade them as consistently as possible with a defined number scale (dependent variable).

 



Excel: NCES Reading Scores

What I Did

I visited the NCES website and uploaded the state comparisons (for 4th grade reading) into Excel. I had to first select the "Add-In" for Excel to use "Data Analysis." I was able to compute the "descriptive statistics" shown below.

The data I uploaded can be viewed here in an Excel worksheet. I sorted the data in ascending order before putting the data in a scatter plot.

What I Learned/Application

Virginia, my state, is ranked ninth with only eight states scoring over 226.378. That leaves 42 states below us, including Washington D.C. We are above the average of 220.4.

Google Sites: Art Education Materials

What I Did

I created a new website using Google Sites to use for teaching art. Google Sites allows you to create a FREE page or pages to share information whether it be personal content or professional, such as teaching. The nice thing is, since I already have a site that should contain the same documents, I could change things around and use it for my own personal desires. You can view it here. I first created the home page and simply clicked on "add page" to add separate pages for a couple documents from previous blog posts, which were "inserted" as Google Docs. The sidebar provides easy navigation to these different pages.

What I Learned/Application

I love this tool because this is an easy way to reach out to students on the go or at home as well as get family involved. I could make a page for events, such as art displays, so that students' families can come view the work. Students can view inspirational artists or their works that may be relevant to class or I could get them to create their own site of inspirational art.

Art is a field that is increasingly using new technology to keep up with the other interdisciplinary areas. We can't keep focusing on the stereotypical paints and brushes as the means for creating in the art world. Using online tools combined with traditional means of teaching art will demonstrate creativity by using innovative methods of teaching/learning and creating (ISTE Nets-T standard 3).

Another benefit of using Google Sites for teaching purposes is to communicate with the professional world about teaching itself, the ISTE Nets-T standard 5. This allows teachers to share ideas, improve methods, and grow as life-long learners in their own right. Information is free and readily available!

RubiStar: Art Critique and Rubric

What I Did

Okay...this has not really worked for me. I was able to go to RubiStar, create a login, and create a rubric. I reached a problem when I tried to save it in Excel format. It would say I saved it, but my computer didn't like opening it up because it said it might be corrupt since the "file type was a different format than specified by the file extension." It would open it up as a web page. It doesn't like the file type and I don't know what I did wrong. I tried to dowload the original document and it still doesn't let me. I officially do not like RubiStar. I don't see how it is that much easier than creating a document in another program.

I decided to click on the option of "create an offline browser-document" so that I could copy and paste it into Word instead. I was then able to upload it to Google Drive. Now you can see my rubric!

 

What I Learned

There is more than one way to achieve a goal. This is not the first time I have had to find another way to get the desired result. For example, I had to find a different formula to use for the self-grading document in the spreadsheet in Google. As long as your document completes the task and it can get out there for students or other people to see! There are so many options online for doing one kind of task that it is hard to learn it all and do it all successfully. 

Self-Grading: Renaissance Art Quiz

What I Did

I applied the skills used in creating a form and spreadsheet from the last assignment to creating a quiz for art students. Please take my very short quiz so that I can complete the self-grading codes and post the results. Thanks!

I ended up completing the quiz myself and varying the answers so that I could have a more interesting summary. What a great tool to use for classes! Also an easy way to get students to take exams without having to make them up later if they are out sick!

A couple of issues:

First, I couldn't get the formulas to work like the youtube video showed. I kept getting numbers that weren't averages out of 100, so I had to play with the point value of the questions. I also used an average formula instead of the "SUM" formula. I don't know how the guy in the video came up with averages using "SUM." You can view my spreadsheet here. Is there a way to make the data summary available to students while keeping the names confidential?

Secondly, I am worried about the results/test summaries that are influenced by the "key." It shows one more "student" getting 100% than actually did, so the data is not reflecting the true outcome. However, the key is needed in order to type in the formula for the self-grading. What happens if I get rid of the "key" row?... It messes up the numbers and averages...thank God for the "back" button! I am not sure how to remedy this problem.

Google Form: Art Survey

I couldn't use the computer all day, so sorry I didn't make my doc accessible!!! It didn't occur to me until now that nobody would be able to access it without the URL link.

What I Did

I have created a form in Google Docs, or Google Drive. What a useful tool for exams, worksheets, surveys, or other fun ways to get students using the technology online and giving data that is useful to the teacher! All of the data results are right there! Please complete my survey about your opinions of art and art class so that I can have an idea of who likes art besides me. The data from your answers can be viewed in this spreadsheet.

The purpose of my survey would be to do the following:

• Get students involved in their own education by sharing their opinions or interests
• Involve family or friends in what the student is learning
• Find out what the students are learning or where they are struggling
• Find out where I could improve in teaching or class structure

This survey would be accessed by sending the link to anyone I choose (parents, other teachers, etc.) as long as I have set it to be shared with only the link provided. Other settings include accessibility only for a certain community, like Shenandoah University, or completely open to the public with or without the link.

I would use this survey throughout the year so that I could check it every couple of weeks and see the results, which students can influence by changing their answers to the survey in reaction to a part of class. Some units may go well while others may have poor student response. I could even assign different surveys for different units. At the end of the semester/year I would start with a clear spreadsheet and have the students complete the survey to see if overall opinions of art and the class have changed compared to previous data in the beginning of the year. I would use other methods to focus more specifically on communicating with students' needs and improving the class.

What I Learned

For someone who has never had to use Excel, or other spreadsheets, this is amazing!!!! This can cut back on so much work for teachers who may feel that they don't have the time to find out just how their students feel about different aspects of the class because there is work to be done and SOLs to be passed. What an easy and neat tool for collecting any kind of data for different professions, and I know how to use it now!!!

Prezi: Art Careers

What I Did

This is another version of the last presentation I just completed in PowerPoint and posted to YouTube entitled Art Careers. This time I used the saved slides for the presentation which I uploaded to Prezi, another site where you can create free presentations that use movement (zooming in and out) to engage the audience.

Art Careers on Prezi

What I Learned/Application

Prezi is similar to PowerPoint in its purpose and basic actions. Both involve the use of graphics, text, a background theme, a kind of animation, and slides, or "frames." The tools, like the "zebra" tool edits the same way as selecting objects to rotate or change, but Prezi makes it quicker and less complicated. However, the traditional methods to altering objects on a slide in PowerPoint allow for more options, such as more color choices or 3-D perspectives. Prezi is fun in the way it creates much more movement in a presentation, but I see what the site meant by grouping frames and layering to prevent the viewer from becoming dizzy with motion sickness. Another disadvantage is that there is no sound or narration. I wouldn't say the benefits of one program exceeds the other; I think it is about using a combination of techniques to get the best of both worlds and have a stronger end result.

The ISTE Nets-T standard that I feel is satisfied by the development and use of PowerPoint and Prezi projects is number 1. It is perfect for the ART classroom because it serves to "facilitate and inspire student learning and creativity... promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes." I love the Prezi technique for presenting because it requires students to go a step further in presenting. Students aren't just spitting out information to prove they have learned something in a presentation. Students are forced to use the knowledge they have learned to be plugged into a presentation AND make lots of tiny decision that involves design. Prezi is more creative in some ways than just PowerPoint, because PowerPoint is so linear in direction and Prezi is more abstract and theme oriented. The direction and size of the frames actually has meaning corresponding to the subject of the presentation. Students really are telling a kind of story with Prezi. Also, they are put in a situation that involves having to present the information in a new way, which is a more advanced stage in learning than just temporarily recalling information.

Photo Story: Art Careers

Wow. What a busy week it has been for me. I worked hard on this acitivity and am pleased with the results. I created a typical PowerPoint presentation and did some fun things with it using Photo Story 3 for Windows to create a mini video with added narration and background music. I then uploaded to YouTube, which I didn't know I could do with a Google account. Cool stuff!

In my video I touch upon a few careers that I would want to introduce to students, especially those who might be serious about art, to show them the numerous options out there.

The Art of PowerPoint

For today's activity in technology class we are creating a PowerPoint that exceeds the levels of creativity that is shown in today's professional community, whether in a school classroom or if it is discussing military strategy. One of the problems is that it is used and abused too frequently and is becoming a tool that neither demonstrates true intelligence or promotes the viewer's understanding.

What I Did

To correct this issue I have designed a PowerPoint that is meant to engage the art student while also being informative and not overwhelming with information. Again, this is a perfect example of how CREATIVITY is important in the professional world and how it is applied. That is why I made a blog about how art relates to everything else.

Speaking of cross-curricular education, I have creating a PowerPoint that will hopefully teach students how to use art's DESIGN ELEMENTS AND PRINCIPLES to create their own presentations that will be useful in ANY subject they study in the future. Training the viewer to see what you see is like a science in itself, and that is the goal of lessons, presentations, PowerPoints, and ART! Getting your point across; using visual persuasion!

Unfortunately, my work schedule has not allowed my to complete this assignment up to par, so I will continue designing my powerpoint. Also, the site I used to upload doesn't seem to want to show the very bottom of my slides or the cool effects I have added, which I will also have to fix. NOT pleased with the results! To be continued...

I am sharing my PowerPoint using Slideshare.

Google Earth: Art Field Trip

What I Did

I used Google Earth to see an actual satellite image of my house and any other places I wished and applied the custom map I created (from my last blog post) to Google Earth. The map is not completely up-to-date, so there are some changes that have been made that I don’t see. It allows me to zoom in until the view is not completely aerial, or “ground-level,” and the image starts to look a little distorted; the trees and houses are completely flat but you do see some three-dimension to the large cities, hills, and mountains with varied "terrain." While viewing the map it provides the following: the date of the image, a compass that moves with your location in relation to the north; the coordinates (changes as you move your mouse), the elevation of the location you are, and the elevation of your eye level.

I would say the resolution is low because of the amount of pixelation there is when you zoom in to see one particular location but good when considering the amount of data there is in mapping the whole world's details.

What I Learned/Application

I took my saved map from Google Maps and clicked on "KML," the file type specific for Google Maps and Earth, to save my map data as a "geographic annotation." Google Earth automatically took that data for me and found it on the map. It was also listed in the Google Earth Sidebar under "places" where I could click on it. By using Google Earth I was able to enhance the map for my field trip, already showing roads and labels, to see what the terrain looks like and also get a 360-degree-view of the actual location with images. This is more helpful when planning trips, such as my D.C. trip, because I can get an idea of what the area looks like and be better prepared when using the "street view model."

This amazing desktop program can be used in the classroom to enhance learning. I went to Google in Education and found this lesson plan that uses Google Earth to apply technology to study of the Renaissance in Europe and geography. This supports my desire to make as many art lessons as possible overlap other subjects. With this lesson students will not only discover the way Leonardo and Michelangelo made a difference in art, but also in science and anatomy. Creativity, as always, goes a LONG way!

Google Maps: A Custom Map for an Art Field Trip

I promise I hadn't read this next assignment before I mentioned that with BatchGeo I could plan a field trip. This time I really did plan a field trip, for art of course, using Google Maps to customize the itinerary with "placemarks!" I never knew I could do this! It reminds me of plugging things into map quest to create your own trip with a guide to how to get there. With this you can do more than figure out how to get from A to B.

What I Did

I used Google Docs, they're calling it "Drive" now, to plan a field trip. I didn't use a template or anything, just my own format. Parts of the document would need to be included later, such as the list of rules, the amount of money needed for food, and the waiver for the frequent adult content in art. I included a picture I took with the Snipping Tool of my customized Google Map at the end. This is great in getting parents involved in really what is going on because they will know exactly where and what the student will be doing.

Google Maps allows you to do more than just plot locations on the map you want to see. You can include your own explanation/description or pictures for each location. You can also create paths to show the routes you will be taking. For my purposes I included brief descriptions of what the points are for and no routes since we would be using the D.C. metro, which has a separate map to get from place to place. My map can be viewed below.


View Advanced Art Field Trip in a larger map

What I Learned/Application

This amazing map activity is interesting and potentially fun for students. As mentioned in my last blog post, students could find the location of their favorite pieces of art and write short descriptions about where they are found, such as Leonardo's "The Last Supper" in Milan, which is no longer open to the public for preservation purposes.
Also, if I ever taught a photography unit I would most likely get students to incorporate their own photography when representing the locations they choose on a map exercise.

 

I have used a map before of Nags Head as decorative matting for family photographs that were taken in Nags Head. This kind of activity could be interesting if students made art out of a map that geographically relates to the art produced....I like it! A contemporary kind of collage with the use of a map created in Google as part of the art!

BatchGeo: Map Any Data!

Over the last couple of days the assignment for my tech class has been to create a map using BatchGeo to post data recorded in a spreadsheet in Google Docs to be used for plotting the location of students' homes or email on the map. How cool is that?

What I Did

First, my professor shared the excel spreadsheet with the members of the class who were able to edit/update the sheet all at the same time and automatically save the changes. I found this step tricky because it took cooperation from all the students and there were changes that had been made that should not have been, like in my address. I also had to add the headings because I couldn't get BatchGeo to map out my data without them.

 

The next thing that I did was copy and paste the data into BatchGeo. After clicking "Map It" the completed map appeared.

 

 

 View Technology Class Map in a full screen map

 I clicked on "Save" and filled in the requested information, including email to be able to edit the map later or share it using the map URL or embedding code, which is what I used above. I had trouble receiving the email from BatchGeo with the address, so don't forget to check your Spam folder, folks!

I was able to complete this successfully, but I did have to play with it a while especially the copying and pasting into BatchGeo. Some of the points plotted will have to be updated because of the incorrect addresses that may be fixed later.

 

What I Learned/Application

I never knew how Google Maps worked, but now I do. This was my favorite activity so far. I LOVE maps and I love to see spatial relationships between things; it helps me learn information better by improving my memory with visual association. It is a well known fact that Americans do not know their geography as well as many other countries do. This is a fabulous tool to get students involved in technology online as well as learning a little geography no matter what class; there's that fabulous cross-curricular learning again! Students can share a little about themselves.

 

Not only may this be used for plotting actual locations of students, but also for educational use. For example, it could be used for plotting the location of the homes of various famous artists to get an idea of where they were from. It could also be used for plotting the location of pieces of art students might be interested in seeing in person one day. Oh! Plan a field trip to DC with an art class and plot all the pieces that are must-sees!!! Endless options!

 

This activity among other technological skills, like Diigo or Jing, make me a 21st century educator because the 21st century is about the distance between people shrinking socially. What we know, how we learn it, and how quickly we learn it has all changed. These activities take advantage of the social networking with people coming together in a virtual world to complete a task without meeting face-to-face. Of course in-person interaction is important in the classroom, but now the whole classroom experience can be enriched with both online and in-classroom information sharing. With so much creative inspiration online and coming from classmates, technological literacy is key to being a 21st century ART educator.

 

Jing Screencast: Digital Art Demo

I used Jing to create a video in a similar way that I created the capture of the image using Jing. What is so cool about that? I just made a video without a digital camera!!! My video has sound too, even though I am trying to be as quiet as possible so I don't have to hear my own voice. I had always wondered how that was achieved and now I or anyone can do it, can access their completed products online, AND it is free!

What I Did

Well, this was an adventure. Mission: create an instructional video using a program or tool on the computer that you could apply in the classroom. This took me so long to figure out! I had to learn the capture tool AND learn a new activity on the computer for me to capture in video. First, I couldn't figure out how to include the whole window in the capture area and every time I would go to watch the video the filming would have cut out the whole picture except for a sliver. I wanted to use Photoshop as my instructional piece, but I would maximize the window view and the capture area would include the whole thing but wouldn't allow me to use the tools! Talk about complicated!

Finally, I did some experimenting and figured out how to maneuver the cross across the viewing area to select the screen capture. The cross highlights the areas in gray scale that will not show up in the final capture. Also, it is temperamental about how far you can stretch; you can't take the cross to the very corners of your screen and expect to capture the entire screen.

After exploring to see what Word really has to offer, I found a cool activity using the neat shapes and taking advantage of the creative options for the "drawing canvas" under "shapes." The result is a very rough instructional video uploaded to my Screencast library using Jing that is readily available to anyone with the URL. I had the option of saving my screen capture as a shockwave flash object (.swf) upon completion and saved it to my desktop for easy retrieval. I had to do this in order for my video to show up in Jing "history."

Unfortunately, I was limited to 5 minutes, so my video skips ahead through steps to save time. I never show how I change small things, like color or "gradient fill." These are things I might add in another video or explain to students on the side.


Note: I had to use "Print Screen" to achieve this image
because the "Brushes" drop-down would not stay open when using the Snipping Tool.

Some of the techniques I use are kind of unconventional and I would need to show more footage of how I got my result. For example, the image I chose to incorporate in the timeline was created in "Paint." I love the new version of paint because of the many brush options and I wanted to give my art timeline more of an artistic feel. I used the image of a brush stroke instead o
f a boring line for the representation of time.

 

The rest of my instructional video was basic, including copying and pasting to duplicate text boxes or shapes. I inserted images that I had Googled and saved to my desktop in preparation for my timeline. I would have to either redo the video a couple times to smooth out the rough edges. Not bad for my first time, huh?

 

What I Learned/Application



I know how to make an instructional video technology-related, or a digital demonstration, if you will. This is perfect for art because regular demonstrations are done so students can watch the skills in action. In a world where art is going digital to a large degree, how appropriate!Besides being introduced to an AWESOME teaching tool, I have discovered interesting new things to do with Microsoft Word. I explored templates available, which I didn't use for this activity, but maybe next time. When inserting images I didn't know I had the option of getting rid of the background until now.

This activity meets ISTE Nets-T standard requirement 3. From my experiences art is not the typical context for "demonstrating fluency" or applying knowledge to "new technologies," but it should be. Because the instruction is stored online, students can share their lesson with anyone, which promotes community involvement.

Jing Image: For Visual Learners

It is evident that most of us are all visual learners, especially myself. Why should learning have to be difficult and confusing? It doesn't have to be in order for students to receive valuable information in a direct and simple way. Diagrams and other visuals are the perfect solution to making abstract concepts make more sense, especially in art.

What I Did

In technology class I have just learned how to create such instructional tools by using Jing to capture images from my computer and customize them with text, arrows, and other tools to provide instruction, in this case for an art classroom. I created an image that is meant to assist students at the middle or high school levels in understanding design concepts by using one piece of art as an example.

Jing Graphic

What I Learned

Downloading Jing was simple but I am not sure if I have mastered the tools very well. The capture tool is a little weird for me since I am used to a selection box in which I can change the dimensions both ways; this one is kind of fixed, so I captured parts of the image I didn't want. Also, as someone who is used to photoshop, I find the tools a little limiting but adequate for adding instruction for teaching purposes. I feel like the options Jing provides makes other tools, like the Snipping Tool, futile. I'm stuck with Google Chrome again...Again, the "new" is hard for me to get used to, but once I am there I usually like it.

Did Ya Know About Diigo?

What I Did

I had never even heard of such a thing until I received this assignment in technology class. A social networking add-on that allows you to search, view, and make your own notes of any text online, and store the bookmarks to be shared and discussed with the Diigo community? How much cooler does it get?!

I was able to get this add-on to work for me by simply getting started on the Diigo main page. I filled out the necessary info to get started and did install the add-on tools to the toolbar. After setting it up all I had to do was use regular Google search to find interesting information that I wanted to add to my "bookmarks." On one site I wanted to comment on a selection of the site so I highlighted and put a sticky note with it. Talk about easier than reading a regular book and trying to file sticky notes into it while writing or highlighting! You can access my Diigo bookmarks and see how I have used Diigo as a tool to communicate resources I find for my blog journey as a growing artist and potential teacher.

Giigo is an example of a browser add-on that I now use to enhance my online experience. There are many types of add-ons that serve different purposes but all function with the preexisting systems to fulfill various tasks that change the overall experience, like pop-up blocker. My pop-up blocker acts separately from my internet browser when it prevents additional internet tabs from high security risk sites and advertisements from opening.

I use lots of add-ons that shorten the amount of time that it takes me to conduct searches, such as Google Toolbar. Other add-ons help me watch videos or read documents. My Adobe add-on is used a lot since I read many PDFs online. Many of the add-ons shown on my computer (in the snipping above) are things I have never even heard of!

What I Learned and Application

Sometimes there are so many add-ons that become available that I become too overwhelmed by the options. I was using Google Chrome for a while and it was too much so I got rid of it. Things change so fast in the world of technology that I really detest the new at first. (I still don't even text!) It's like trying to keep up in an endurance race when I am not even in shape! Now that I am getting some practice working with new technology I might actually see the benefits of having additional tools that can do numerous things I never imagined it could do. I now know how to use a social bookmarking add-on!!!

This tool would be a great way to get students who don't like to read involved in reading. I could relate to the article presented for this technology assignment when it referred to students who were too intimidated by the amount of words and information in a textbook. I HATED reading in grade school and didn't start loving it until college. I learned new ways of reading. I had a whole new outlook on articles, newspapers, and textbooks. Sometimes the reading was small and our conversation about it was long. It got my brain working and the ideas pouring out- this kind of thinking is perfect for art too. Putting new ideas together in different ways is part of creativity. Social bookmarking is a MUST!

The use of social bookmarking, or Diigo, most strongly reflects ISTE Nets-T standard two. Teachers would adapt traditional lessons to incorporate the new technology so that students would get the most out of the activity while being creative. Students would have to be creative because bookmarking gives them the freedom at their own computer to explore and comment rather than receiving assignments with black and white clarity in what is the right or wrong answer or what direction they must go. There tends to be less stress on spelling, handwriting, and grammatical formalities of sentence structure when communicating online and almost all students will feel familiar and comfortable online so that more attention can be paid to content and meaning. Students are allowed to "pursue their own curiosities" while making their own Diigo library and may have power in their own education facilitating their own learning styles.

Digital Art: Pablo Picasso Style

What I Did

Self portrait of me referencing Pablo Picasso? This was right up my alley!!! I played with this a couple of times and thought is was really fun!

The steps were pretty straight forward. First, I went to the Picasso Head website. You can create your own portrait on this site as well! Under "create" I made my portrait by selecting from the various categories, like "lips" or "faces," clicking on a choice under "drag to canvas" and dragging right to the blank canvas. I selected from the tools below to change the color, the direction of the feature placed on the canvas, its size, and more.

I signed my completed work by clicking on "signature" and saved it to the gallery by clicking on "save/email this painting." You even have the option of titling your work.


Not only can you create your piece; you can explore portraits created by others under "gallery," or under "search" find a particular work by its title or artist.






My Portrait entitled "The Face My Mothers Gave Me"

Application

This website would be a fun activity for the first day or week of school in art or other classes. Students could warm up to the upcoming creative year or share it with the class as a little introduction describing why they chose the features of their portraits and describe themselves or their interests.

The reason why I LOVE this activity is that it is a problem-solving task. You are given a limited number of options to choose from, though their are infinite portraits to create. If you want to create a particular nose or hair style not listed, as in my case, you have to use existing forms and tools to build a new form. For example, the nose I created was done so using two "abstract" shapes layered on top of each other. I changed the colors, one green and one peach, to differentiate the shapes. I used the "send forward" or "send back" to make the smaller peach shape visible over the larger green shape. The only visible part of the green shape in the back creates a line forming the nose.

What I Learned

I learned one more way to incorporate technology into my art class using this neat website.  By using fun and simple activities, like this one, I capture students' attention by appealing to their interest in online games and activities and letting them be expressive and a little silly with their assignment. They can become engaged with the creative process without being intimidated the first week of art class because of their limited drawing skills.

ISTE Nets- T requirement one is most satisfied by this activity. By using this site, the teacher would most definitely "facilitate and inspire student learning." This activity advances even my creativity, as a teacher, and would "advance student learning, creativity, and innovation in both face-to-face and virtual environments."

RezScore: Even for Artists

So now I know how to use Google Documents, but what about improving the document? Resumes have been particularly challenging for me to improve because I have heard different things from different sources for how to improve it. When I had submitted it to career services in college they had even sent it back to me without any revisions. What?!!!!! Talk about helpful! Anyway, all resumes could be improved, especially mine. In class I learned just how to do that using Rezscore.

Steps

First, I changed my online document to a saved document on my desktop by copying and pasting the text in Word. Next, all I had to do was follow the 3 easy steps on the Rezscore website: upload your document, contact preferences, and have your resume reviewed.

It is so simple and fast! You can do it as many times as you wish to see how high you score. Also, it tells you your strengths and possible positions that match! One of those positions I had even already applied for!
I received a lower score at first because I had used first person somewhere; resumes should be written beginning with strong verbs in the past tense, like "completed" or "mastered." It also said my resume wasn't long enough, so I added additional work experience. I originally had an "Objective" heading for describing what kind of job I was looking/applying for based on other resume resources I have used in the past, which gave me a lower score. I got rid of that and replaced it with a heading designed to sell myself as the best potential employee. I used strong words describing myself, like "dedicated" or "established." My second score was much better, but I couldn't bring it any higher after some playing around with it. Resumes are meant to be tweaked and changed over time, so no worries!

What I Learned

No matter what I do my resume needs to be changed in the eyes of different professors or on the computer, so what kind of resume should I stick with? One says, "where's your references?" and the other says, "don't include a reference section or any referral." I have learned that my best bet is sticking with a strong resume with concise, clear wording that is short but descriptive. One page resumes are important because it shows that you, as an employee, know that employers don't have the time to thoroughly look over hundreds of resumes that are more than one page. Also, cover letters can contain more information on how the employer can obtain references or more information. I might even list my blog in the future!

I don't understand why Rezscore was asking me to lengthen my already 2-page resume, but that is the difference between human beings and computers for you. That is also why you list the big stuff first to capture the employer's interest. I do believe there are many ways to correctly write a resume, but the most appropriate way will ultimately depend on where I am applying. However, the previously mentioned characteristics are always vital.

Application

For all the teachers out there, I think introduction to this tool or other resume instruction is a MUST for high school students, even in ART class. Artists have to learn how to present themselves for work, whether it is in their field or not. Interdisciplinary teaching is the way to go to emphasize the importance of many things in the way they relate to one another. I wish I had been exposed to more resume practice in high school! I would have thought is boring for an art class, but it might be a good end of the year final activity for the seniors in advanced art classes, along with creating a digital portfolio. Sometimes a good resume is all it takes to put you one step ahead of other candidates and students should know that.

In applying this activity to the ISTE Nets-T requirements I would have to say it strongly relates to number 5, both b and c. Technology is infused in an art class while students can openly discuss the attributes of a successful resume or ask questions concerning the emerging digital tools. Students can also improve their own resumes and critique skills by review the resumes of peers, which would promote students assisting the knowledge development of each other.

Snipping Tool: Scissors I Didn't Know I Had

I never even knew this tool existed until my technology class! Neat! This is a perfect tool for artists on the computer for various projects as well as teacher application (more of that later). This tool really reminds me of copying and pasting but it is simpler and more fun, allowing you to edit the snipped image with text or arrows. I found it using a simple search of programs and saving a shortcut to my toolbar. Now whenever I see something online or want to show someone else what I see, all I have to do is snip away! Let me show you...

 Application

The Snipping Tool as a teaching tool is a great way for teachers to create specific directions for students when an activity might involve some self-exploration on the computer. This way students will have visual guides of what websites and links may look like as they navigate for an assignment or will get a clear image to what the teacher is referring. Much better than copying and pasting all the time!

Student Use for Planning a Project

Learning how to draw portraits in class? Having the most trouble with the lips? Use Google Images to search for particular faces and expressions you want, like "child laughing." Use the Snipping Tool to consolidate your clips to one location for referring back to them quickly.

Student Use for Final Project

"Okay students, today you will search for items chosen from hundreds of magazines that you will then cut out and paste to create a collage." Wait! Have a certain vision for what you want in your collage? Use Google Images...you know how it works. Just search for interesting pictures (not R-rated) and use your snipping tool to select the portion of the picture you would like to use in your final composition. Print the image and add it to your growing collection of specimens.

What I Learned

I learned how to use the snipping tool and how I might use it for my own needs as a teacher. This is one of many examples of tools and applications that are right under our nose if we know where to look. The internet makes all knowledge about this and other things easy to share and for free thanks to social networking and websites that tell you just about anything you want to know. Thinking back on life before even dial up was something to complain about... its hard to do. Here is one more tool I might eventially take for granted!

Google Docs

These Google options are all very new to me so here goes...
I am looking forward to learning new ways to strengthen my knowledge base and resources as a potential art teacher because of the rapidly changing world we live in, as expressed in ISTE Nets T standards number 5. By using available internet resources, such as Google Docs, we expose students to the many options out there that they may need to learn how to use in the professional world. By using such resources in Google, we are demonstrating through example just how these tools work, part of component 3 of Nets T. While presenting students with activities in Google Docs, teachers "incorporate contemporary tools and resources to maximize content learning in context."

I have used the resume template under Google Documents for the first time to create an updated resume that is open to the world through this link, unlike a traditional resume filed away digitally on the desktop or in an office drawer. If used for class assignments it could be easier for students to access, provided they have the internet through their phone or at home. No more "my dog ate my homework!"