Sheen Vaidyanathan, in "Fostering Creativity and Innovation through Technology," explores the idea of teaching core subjects simultaneously with creativity and innovation. She chose to do so by teaching digital art and design. The Los Altos School District in California provided their fourth through sixth grade students with a 12-week digital design program that focused on using computers for creativity. This art class encourages students to try new things without the fear of failure (because you can undo any mistakes). A lot of what is learned in digital designed is based off of STEM subjects, especially math. This type of class is relatively low cost. The software is free and the school recieves donations in order to pay for computer lab maintenance. The reactions and responses from both parents and students have been positive. Students are excited to come back to digital design class, and some even go home to spend more time creating using digital design programs.
I think this is a very beneficial and fun type of program for students. This is the type of thing that will get them excited about learning and will encourage their creativity. I like how students are given tasks, such as build a computer game, and are able to create a game of their very own. They are also able to make any modifications after the project is done. This is something that I would love to incorporate in my class with projects on books, where kids might make a story out of a book we read, or a game based off a book we read. Vaidyanathan explained how is is low cost, which I hope encourages teachers and schools to include this type of learning in their curriculum. I think budget has a lot to do with what is available for schools, and this article shows that we can still find ways to reach out to our students creatively without spending too much money.
This type of learning incorporates ISTE Student Standards 1 (creativity and innovation), 4 (critical thinking), and 6 (technology operations and concepts). Students are encouraged to think creatively while designing something digitally. The create their own original works though technology, and through expression. Students also are required to think critically and figure out ways to best fit the desired project results. They use standard 6 by learning to use the digital software and understanding what each tool does, along with the outcome.
Vaidyanathan, S. (2012). Fostering creativity and innovation through technology. Learning & Leading with Technology, 39(6), 24-27.
Saturday, March 21, 2015
Assistive Technology Toolkit and Universal Design for Learning
In Kelly Ahrens's article "Build and Assistive Technology Toolkit," Ahrens explains the importance of assistive technology for students with special needs. She explains that many of these helpful tools are free, and with some exploration, you can build your own toolkit for your students. Many tools are already built in on your computer, and others are low cost tools. Ahrens suggest that teachers should join the local special education budget or technology advisory committee in order to advocate for AT (assistive technology). The incorporation of AT tools in the classroom should help students of all learning types and abilities, and it should help students gain confidence.
I think this article is a great tool for teachers. I think a lot of teachers don't know what is out there for students who need extra help, and they don't realize what helpful tools are already installed on their computer. I really liked how Ahrens provided the reader with specific tools to look at, but also encourages teachers to work with their IT department to get these tools put on school computers and used in the classroom.
The video "Universal Design for Learning" is about teaching a diverse set of students. UDL (Universal Design for Learning) is a curriculum that is made for all types of students, and is designed for every type of learner. This means that the buildings people learn in are built with wheelchairs, biikes, and pedestrians in mind, and that online learners have closed captioning; essentially it is a flexible curriculum for a diverse group of students. This curriculum requires teachers to provide multiple means of representation, action, expression, and engagement. As the video puts it, "universal design for learning equals learning opportunities for all."
This video is similar to the article because it is about setting students up for success, no matter what type of learner they are, and no matter what type of learning needs they may have. I think the approach to UDL is very simple, but effective. It requires teachers to give multiple representations and ways to explore learning, which helps students of all learning abilities to apply themselves and understand subject matter. This is definitely the type of teaching I want to have going on in my classroom because I think it is more effective and engages students better.
Ahrens's article and assistive technology makes use of ISTE Student Standard 6. The use of different technological tools will help them to learn subject matter more effectively and students will be able to demonstrate their understanding of the use of the tools themselves. They should also be able to use their knowledge of one system to learn a new system of technology. UDL should help students to achieve ISTE Student Standards 1, 2, 3, and 4. Students will be able to be creative with their learning and the use of technology should also help them to collaborate with other students and to build better communication. UDL will help with research on subjects and a better process od critical thinking and problem solving among students.
Ahrens, K. (2011). Build an assistive technology toolkit.Learning & Leading with Technology, 39(3), 22-24.
UDL Video: http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0/
I think this article is a great tool for teachers. I think a lot of teachers don't know what is out there for students who need extra help, and they don't realize what helpful tools are already installed on their computer. I really liked how Ahrens provided the reader with specific tools to look at, but also encourages teachers to work with their IT department to get these tools put on school computers and used in the classroom.
The video "Universal Design for Learning" is about teaching a diverse set of students. UDL (Universal Design for Learning) is a curriculum that is made for all types of students, and is designed for every type of learner. This means that the buildings people learn in are built with wheelchairs, biikes, and pedestrians in mind, and that online learners have closed captioning; essentially it is a flexible curriculum for a diverse group of students. This curriculum requires teachers to provide multiple means of representation, action, expression, and engagement. As the video puts it, "universal design for learning equals learning opportunities for all."
This video is similar to the article because it is about setting students up for success, no matter what type of learner they are, and no matter what type of learning needs they may have. I think the approach to UDL is very simple, but effective. It requires teachers to give multiple representations and ways to explore learning, which helps students of all learning abilities to apply themselves and understand subject matter. This is definitely the type of teaching I want to have going on in my classroom because I think it is more effective and engages students better.
Ahrens's article and assistive technology makes use of ISTE Student Standard 6. The use of different technological tools will help them to learn subject matter more effectively and students will be able to demonstrate their understanding of the use of the tools themselves. They should also be able to use their knowledge of one system to learn a new system of technology. UDL should help students to achieve ISTE Student Standards 1, 2, 3, and 4. Students will be able to be creative with their learning and the use of technology should also help them to collaborate with other students and to build better communication. UDL will help with research on subjects and a better process od critical thinking and problem solving among students.
Ahrens, K. (2011). Build an assistive technology toolkit.Learning & Leading with Technology, 39(3), 22-24.
UDL Video: http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0/
Tuesday, March 3, 2015
Fitbit One Teaches Students Benefits of Healthy Living
In "Fitbit One Teaches Students Benefits of Healthy Living", Ken Felker, a physical education teacher, explores the ways to incorporate a technology driven society and staying fit into his class for his students. He used the Fitbit one to record each of his students' physical activity and made a behavior change project out of it. Students were able to collect data about themselves and analyze it. They found the project to not only be fun, but very useful and accurate. The device logs the students' physical activity, sedentary activity, sleep, and nutrition. It is able to be synced to a computer to upload the data and to display the data in a way that is easier to understand and analyze. This tool has a lot to offer students, and it helps them to learn the very basics of nutrition and how important it is to be physically active. It teaches them about weight gain and the importance of sleep as well. If students decide to purchase one for at home, they are also able to access meal plans and fitness plans with the permission of their parents, and for an extra cost.
I think this is a great idea for teaching students the importance of a healthy diet and lifestyle. Many schools skip the part about nutrition, which is key to being healthy. I personally own a Fitbit and love it! It makes tracking your activity and sleep super easy. I could definitely see how the results could be used for students to collect and analyze data. This is a great project for students in middle or high school levels. The only bummer about the Fitbit is that you have to go onto the computer to log in food consumed, and not all students have access to computers after school hours, so some arrangements or alternatives would definitely have to be made. The other cool thing about the Fitbit that I could see some students using and enjoying is that you can share results with friends and make a competition out of the amount of physical activity you have completed per day. So it will send you a notice saying that you need to do more cardio, or something physical, in order to beat your friend for the day.
This use of the Fitbit in the classroom demonstrates standard #1 where students explore complex systems and issues through technology. It also correlates with standard #3, research and information fluency. The projects that you can do with this activity tracker would work standard #4 with decision making based of analyzed data to complete a project.
Felker, K. (2013). Fitbit one teaches students of healthy living. Learning & Leading with Technology, 40(6), 32-33.
I think this is a great idea for teaching students the importance of a healthy diet and lifestyle. Many schools skip the part about nutrition, which is key to being healthy. I personally own a Fitbit and love it! It makes tracking your activity and sleep super easy. I could definitely see how the results could be used for students to collect and analyze data. This is a great project for students in middle or high school levels. The only bummer about the Fitbit is that you have to go onto the computer to log in food consumed, and not all students have access to computers after school hours, so some arrangements or alternatives would definitely have to be made. The other cool thing about the Fitbit that I could see some students using and enjoying is that you can share results with friends and make a competition out of the amount of physical activity you have completed per day. So it will send you a notice saying that you need to do more cardio, or something physical, in order to beat your friend for the day.
This use of the Fitbit in the classroom demonstrates standard #1 where students explore complex systems and issues through technology. It also correlates with standard #3, research and information fluency. The projects that you can do with this activity tracker would work standard #4 with decision making based of analyzed data to complete a project.
Felker, K. (2013). Fitbit one teaches students of healthy living. Learning & Leading with Technology, 40(6), 32-33.
Beyond the Gallery Wall
In "Beyond the Gallery Wall", Jason Ohler explains that an ARt gallery is an augmented reality art gallery where real life is blended with virtual reality. It involves using a mobile device or tablet to look at something in real life, like a piece f art, which triggers a digital overlay of to show up on the device's screen. This basically means that you can hold your device up to a piece of art and a video or sound clip could pop up and explain why the artist chose that subject, or a new piece of art could show up on your screen and merge the two pieces together. There are a number of possibilities with this combination of real life and virtual reality. This type of art was created with the intention of reaching out to a generation of technologically reliant people. After downloading the software to view artwork from an ARt gallery, the access to the art itself is easy. Viewers then point their devices at art and nameplates, and the ARt overlay is triggered. This type of art offers new and unique opportunity for artists to express themselves.
I think this new type of art is amazing. Some of the things you can do with it are unbelievable. It would definitely be something I would love to go see and try for myself. This could be something that, if your school had the money for it, you could create for your entire school to participate in. It is a great way to get students involved in art, through technology. It is also connects with students in a way that a lot of art does not. It uses phones and ipads that students love so much now of days.
ARt pushes students to think creatively while using their devices and viewing art. It also encourages them to be creative in their own art. This definitely hits the ISTE student standard #1, creativity and innovation. ARt requires students to create original works and apply existing knowledge to make new art. It also follows standard #2, communication and collaboration. Students use a variety of media and formats to an audience. ARt requires thinking critically about the types of audiences and the different types of devices, and how to adapt to different types of devices. This touches standard #4 and standard #6 is also fulfilled through this art.
Ohler, J. (2014). Beyond the gallery wall. Learning & Leading with Technology, 41(6), 16-21.
I think this new type of art is amazing. Some of the things you can do with it are unbelievable. It would definitely be something I would love to go see and try for myself. This could be something that, if your school had the money for it, you could create for your entire school to participate in. It is a great way to get students involved in art, through technology. It is also connects with students in a way that a lot of art does not. It uses phones and ipads that students love so much now of days.
ARt pushes students to think creatively while using their devices and viewing art. It also encourages them to be creative in their own art. This definitely hits the ISTE student standard #1, creativity and innovation. ARt requires students to create original works and apply existing knowledge to make new art. It also follows standard #2, communication and collaboration. Students use a variety of media and formats to an audience. ARt requires thinking critically about the types of audiences and the different types of devices, and how to adapt to different types of devices. This touches standard #4 and standard #6 is also fulfilled through this art.
Ohler, J. (2014). Beyond the gallery wall. Learning & Leading with Technology, 41(6), 16-21.
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