CI5453 Module 4 application

Running Header: CI5453 MODULE FOUR APPLICATION 1
CI5453 Learning with Technology: Module Four Application
Stacey Zupko
American College of Education

CI5453 MODULE FOUR APPLICATION 2
Integrating Technology: Part 3
Over the last three weeks I have gained a better understanding of the importance
of technology integration into a curriculum and the positive impact it has on 21st century
learners. In this concluding section of integrating technology into my art curriculum I will
take action by drafting a mini grant proposal to secure funds for a computer and iPad
application called ArtSite. “Newer digital technologies related to the arts force students
to be active participants in the learning and creation of the arts disciplines; therefore, it
is imperative that arts educators develop a philosophy and incorporate technology with
the learning process” (Assey, 1999, p. 3). In part one of this Module four application
assignment I will describe the research I did to find ArtSite and the decision making
process I went through. Decisions needed to be made to first narrow down what
technology I felt best suited my classroom and second about selecting this art education
application over other digital tools, software programs, and devices. The innovation that
I decide on implementing will facilitate authentic student learning and teach 21st century
skills to the learners in my class. In part two of this assignment I will write a mini-
proposal to obtain a grant to fund the procurement of the innovation and the digital tools
needed to successfully utilize ArtSite regularly in my classroom.
Part 1: Identifying a Technology for Classroom or School Use
The innovation that I am selecting to adopt in the art room is called ArtSite:
http://www.artsitenet.com/. It is an iPad application as well as a program that can be
purchased for the computer. This app is free to teachers and allows three free students
registrations as well but to register an entire class, grade level, or even school of
students it costs a reasonable fee. Once registered teachers are able to share “museum

pages” with their students from twelve different collections. Each museum page has
images, explanations, and project ideas. Once a student is registered they have an
account that allows them access to their teacher’s museum pages as well as personal
galleries and portfolios. Students become curators of their own digital art displays by
picking artwork from a collection of art museums from around the world. Once students
have picked a collection of images they reflect and write about what is displayed on
their gallery page. Learners in the digital age require diverse methods of communication
and become uninterested easily with traditional learning approaches ((Barnes, Ferris, &
Marateo, 2007). ArtSite facilitates meaningful learning about art by engaging students in
reflective thinking about artwork. It creates conversations between students, teachers,
and people outside of the art room by providing a place to exchange ideas about
personal artwork and artwork that has been selected, exhibited, and written about by
students.
Glenn (2000) states that it is essential for students from the Net Generation to be
provided with chances to engage in self-directed learning in interactive situations and
they need various kinds of feedback and project selections that use different resources
to produce personally significant learning experiences. Through ArtSite students are
able to work independently and learn about art from a variety of international galleries
and museums. This technology enhances their learning by providing self-directed
enrichment opportunities that relate to the art production activities that are
simultaneously occurring in the art room. ArtSite also enhances student’s 21st century
skills of communication and creativity when they make individual portfolios which
consists of collecting, sharing, and reflecting on their work.

I could see using ArtSite with multiple grade levels during art class. I would
prefer to use it with my older students first to see the response and the ability to
navigate through the app before opening up the innovation to the younger elementary
students. From the experience that I have had with younger students and computers
they need a lot of direct one on one guidance. If students are relying on the teacher to
navigate and guide them through using a digital tool then the purpose of the activity is
lost which is why I feel that there is a better chance for success with third through fifth
grade students.
Part 2: Technology Grant Mini-Proposal
Technology Integration in Art Proposal
Proposal Summary
In an effort to align the art curriculum with 21st century learning through
technology integration I am proposing the implementation of ArtSite. This application
lets learners construct virtual galleries, research background information on museum art
pieces and make statements on the work of their classmates. It is also a wonderful tool
for educators, who can download images from museum websites. Students are also
able to upload their art projects into their personal portfolios. In this proposal I will
explain the goals of the requested innovation and how it connects with both the art
standards, 21st century learning standards, and the NETS-T (for teachers) and the
NETS-S (for students). I am asking for funding for access to the ArtSite Net for 3rd, 4th,
and 5th grade students as well as the digital tools, such as computers, digital cameras,

scanners, and printers, that will allow my art classes to participate in this technology
integration on a regular basis as part of their art curriculum.
Goals and Objectives
Art teachers instruct learners to develop competency in visual communication. By
implementing the use of ArtSite into my curriculum students will experience art as it
relates to the real world through international museums and as part of global cultures.
They will also engage in 21st century skills such as creativity and collaboration. The goal
for this program is to improve student mastery of art objectives from the Prince William
County Visual Arts curriculum. I plan to implement ArtSite with all upper elementary
classes, third through fifth grade, but to initially assess the effectiveness of its use I will
be focusing on the learning outcomes of my fifth grade students. The SMART goal that
I have generated is that by the end of the second grading quarter 80% of fifth grade
students will have met their benchmarks in four out of five visual arts strands.
Prince William County Schools Fifth Grade Benchmarks
 CULTURAL CONTEXT AND ART HISTORY – Students will develop
understanding of the visual arts in relation to history and cultures by investigating
works of art from different times and places. Through the study of works of art,
the people who produced them and careers in the visual arts, students will learn
to understand the role the visual arts play in communicating historical and
cultural beliefs and ideas.
 JUDGMENT AND CRITICISM – Students will examine works of art and make
informed judgments about them based on established visual arts criteria.

Through the understanding of visual arts principles and processes, they will be
able to use a variety of strategies to analyze the visual qualities and interpret the
meanings of works of art. They will also employ critical evaluation skills in the
production of their works of art.
 AESTHETICS – Students will reflect on and analyze their personal responses to
the expressive and communicative qualities of works of art. They will understand
that their background, knowledge, and experiences influence their perceptions of
works of art.
The proposed innovation will support students in meeting these benchmark by
using technology. Through the museum pages that are shared by the teacher students
will have an opportunity to engage in self-directed learning about visual arts. The
teacher will use these pages to introduce role it plays in various cultures and throughout
history as well as learning about different artists, art styles, and works of art. Students
will apply the knowledge that they gain through shared museum pages and the process
of art production that will then be shared in a personal digital portfolio along with written
descriptions communicating personal criteria for appreciating art and making creative
choices, and ideas about what they have learned. By creating their own gallery pages
students will participate in reflection and critical thinking about art work that they have
found or that has been shared with them by a teacher or another student thus engaging
them in collaborative learning. Students will have access to artwork and descriptions of
various art movements and cultures from museums and galleries around the world
giving them a chance to investigate and analyze artwork on their own.
Alignment with meaningful learning with technology

There is currently a shift happening in education profession which is a move from
traditional descriptions of instructional and learning frameworks to “models of engaged
learning that contain more student interaction, more connections among schools, more
collaboration among teachers and students, more involvement of teachers as
facilitators, and more emphasis on technology as a tool for learning” (Jones,
Nowakowski, Rasmussen, & Valdez, 1997, p. 2). Using ArtSite as part of the learning
process in art will support students demonstrating competency in the National
Educational Technology Standards for Students (NETS-S) as well as meeting standards
in technology from the International Society for Technology in Education (ISTE).
Students will use technology tools to develop creativity and increase productivity.
Students will use technology as a research tool to locate information about art that we
are learning about in class as well as being given the opportunity to investigate personal
interests related to art through digital tools. Students will become proficient in basic
operations and processes such as navigation on the internet, uploading artwork using
both scanners and digital cameras with USB input, and they will all do this in a safe and
ethical manner. Students will also engage in communication and collaboration by
sharing gallery pages with peers and exchanging constructive feedback about artwork
both personally created and found through research.
Students always demonstrate creativity and innovation in art class, however,
using ArtSite students will integrate technology into their learning process. They will
relate work that they find in class museum pages, learning that is teacher guided, to art
work they discover through research using digital tools. This information will then be
applied to the production of their personal artwork. ISET standard 1 is Creativity and

Innovation. Standard three, Research and Information Fluency, will be demonstrated
throughout the learning process with the implementation of ArtSite into the art
curriculum. This standard states that students will: locate, organize, analyze, evaluate,
synthesize and ethically use information from a variety of sources and media. This was
directly taken from the ISET website: http://www.iste.org/standards/iste-
standards/standards-for-students.
Implementation Schedule
The planned timeline for implementation of ArtSite into the art curriculum from
introduction, training, guided usage, independent usage, and evaluation is a whole
school year. The expectation is not that students will master using it after one school
year. With a strategic plan for training students on the integration of this innovation into
the art program it is expected that learners will be familiar with how to use it and, if they
have access to devices at home, decide to use it on their own outside of school.
The school year is divided up into four quarters each of which are nine weeks.
Each grading period, a quarter, is divided in half by the interims. The implementation
schedule will align with the grading schedule. As each component is being introduced
and learned by the students art lessons, standards based art production activities that
will be assessed, will still need to take place and these projects follow a pacing guide
that is on the grading timeline as well. To teach each component of ArtSite, I will use the
grade levels current art project as the example. These art projects vary in the time it
takes to complete them. In a five week interim period each grade level usually complete
about three projects, depending on how involved they are.

ArtSite has three major interactive or collaborative components: the teacher
shared museum pages, the individual student galleries, and the personal digital
portfolios. Each of the first three quarters will be devoted to teaching one of those
components and the last quarter will be integrating the application fully. The timeline for
each component/ grading period will be the same, however, the first quarter will start
with a demonstration of what ArtSite usage will look like once it is in full effect and
allowing students to set up a profile and explore with some teacher guidance.
The beginning of each quarter the art classes for grade level three through five
will start in the computer lab. This proposal is asking for the purchase of computers for
students to be able to use ArtSite on a regular basis in the art room, however, there are
several reasons that only six computers are being requested. The first reason is that
there is limited space and although laptops do not take up a lot of space, there is also a
time constraint to the art classes and setting up/ putting away laptops is not a
reasonable option. Also to be able to utilize the digital portfolio option students need
access to scanners and digital cameras which also take up space. Starting each new
component introduction in the computer lab will allow the teacher to directly guide the
lesson on the SMART board while every student has hands on experience with the
application. So two class periods in the lab at the beginning of each quarter. The third
class will be a whole group lesson on using the media and creating the actual artwork.
The rest of the quarter will set up so that each week two groups of six students have a
turn at the computers to engage in the part of the application that we just learned. This
means that students will have a turn at the computers every other art class.

First quarter will focus on the teacher shared museum pages. Second quarter
will start students on their gallery pages. Third quarter will introduce students to their
own personal digital portfolio. Finally during the fourth quarter, once an understanding
of all three major components have been established, students will have the opportunity
to really expand their gallery pages and construct their portfolios. To ensure that
students are really getting the most out of the application, and to provide access to
ArtSite equally since not all students have devices on which they can use it at home, I
will set up times before and after school for students to sign up and come work on their
galleries and portfolios outside of art class if they would like.
Evaluation
As I stated before, the pilot year of this innovation implementation will be
evaluated based on fifth grade student achievement in art. Once the introduction year
is successfully completed with third, fourth, and fifth grade students I will evaluate data
from third and fourth grade as well. The reason for focusing on fifth grade achievement
alone the first year is to ensure that with all of the additional planning, as for me it will be
more work to create museum pages and become accustomed to interacting with
students via their gallery pages, I am fairly and accurately assessing the effectiveness
of the technology by focusing on a smaller group of students.
To evaluate the effectiveness I will rely heavily on the reflections and opinions of
my students. I will collect a baseline through a pre-assessment that gives me
information about students’ understanding of visual art learning objectives as well as
their perception of art as it relates to the real world. I will also take a pre-assessment in
the form of a questionnaire to gather student understanding of technology and its uses.

Then throughout the year I will assess students as I normally would, using a rubric for
their art projects, and gather data from their ArtSite profiles. This data will come from a
rubric as well and it will evaluate the images chosen for their galleries as well as what
they say about the artwork they have chosen in the descriptions they write.
Proposed Budget: Total= $1973.82
Item Quantity & Price Total
Full credit to ArtSite for all third, fourth, and fifth grade students
Vendor: www.artsitenet.com
340 @ $.10 per student $34.00
Epson Perfection V37 Color Photo, Image, Document Scanner
with scan-to-cloud & 4800 x 9600 dpi
Vendor: Amazon.com
2 @ $99.99 $199.98
Inspiration Small Desktop
Vendor: www.dell.com
6 @ $244.99 $1469.94
Canon PowerShot ELPH 160 20.0MP Digital Camera (Silver) +
32GB Card + Reader + Case + Accessory Bundle
Vendor: Amazon.com
2 @ $134.95 $269.90
Conclusion:
ArtSite allows students to analyze artwork from around the world and relate the
work that they have created to the work of various artists and cultures. Integrating an
innovation into the art curriculum that provides collaborative communication with peers,
teachers, and a global community gives students experience with art in the real world
not just the classroom. Students become both creator and viewer of artwork and will
have the ability to share and receive feedback in a virtual gallery for both the artwork
that they have discovered and displayed as well as their own artwork. ArtSite promotes
self-directed learning and shifts the teacher’s role in student learning to a facilitator.

Integration of technology into the art curriculum is supportive of an instructional
framework for 21st century learning.

References
Assey, J. (1999). The Future of Technology in K-12 Arts Education.
Barnes, K., Ferris, S. P., & Marateo, R. C., (2007) "Teaching and Learning with the Net
Generation," Innovate: Journal of Online Education: 3(4) Article 1.
Glenn, J. M., (2000). Teaching the Net Generation. Business Education Forum 54 (3):
6-14.
Jones, B. F., Nowakowski, J., Rasmussen, C., & Valdez, G., (1997). Plugging in:
Choosing and using educational technology. [online]. Available:
http://www.ncrel.org/sdrs/edtalk/toc.htm.

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