This document discusses an art teacher's use of technology at his school and the support provided by the school administration. It begins by providing context on the school's commitment to technology integration under previous leadership. It then describes how the art teacher, Mr. Blidy, has been able to fully integrate technology into his teaching due to equipment, software, training, and technical support provided by the administration. Student responses indicate that the technology-rich environment has helped make learning programs easy and prepared them for career paths. The implications are that viewing the school as an ecological system that supports collaboration on technology is important, and providing adequate support for teachers encourages innovation.
This document discusses teacher knowledge and the impact of technology on teacher professional development. It begins by outlining models of teacher knowledge, including Shulman's categorization of different types of knowledge teachers possess. It then examines how technology may affect teacher knowledge domains, referencing the TPACK framework which describes the interplay between technological, pedagogical and content knowledge. Examples are provided of online communities and tools that can support teacher learning and development, such as blogs, discussion boards and virtual conferences. The document concludes by reflecting on how digital technologies can enhance teachers' vision, motivation, understanding, reflection and community learning.
Collaborative learning refers to learning in a group where members construct a shared understanding through social interaction. Effective collaborative learning requires structuring group interactions and can be supported by technology. Research on computer-supported collaborative learning (CSCL) aims to understand how technology can promote knowledge sharing and expertise among learners through both virtual and in-person interactions. Current areas of focus include identifying productive interactions, using collaboration scripts, studying affordances, and orchestrating supportive interventions across multiple social levels.
This document discusses key attributes that create an effective online learning experience from the perspective of adult learners. It identifies that asynchronous learning environments allow learners to participate on their own schedule. It also discusses how technology participatory practices like games and simulations can engage learners and promote collaboration. Effective communication tools that facilitate interaction between instructors and students are also important. The document emphasizes the importance of staying relevant by embracing new technologies and updating course materials to meet current learning needs.
Modern Educational Technologies in Teaching a Foreign Languageijtsrd
modern educational technology, which is used to form elementary school students’ ability to communicate in another language, is the most productive in the process of creating an educational environment that provides human centered interaction for all participants in the educational process. Odina Bakhridinova Khusnidin Qizi | Gulmira Juraboyeva Sherali Qizi "Modern Educational Technologies in Teaching a Foreign Language" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd42477.pdf Paper URL: https://www.ijtsrd.comhumanities-and-the-arts/education/42477/modern-educational-technologies-in-teaching-a-foreign-language/odina-bakhridinova-khusnidin-qizi
This portfolio discusses the student's experience taking an educational technology course. It provides an overview of key concepts in educational technology including how technology can be used as an informative, constructive, co-constructive, and situating tool. The portfolio also examines four conceptual models of learning - meaningful learning, discovery learning, generative learning, and constructivism. It reflects on how the educational technology course helped the student learn to incorporate technology to facilitate projects and better communicate with students.
The document discusses the effects of interactive whiteboards on teacher efficacy and student engagement. It finds that interactive whiteboards can increase teacher efficacy by allowing for whole-class interaction, authentic lessons, improved organization, varied lessons, and increased teacher motivation. It also finds that interactive whiteboards can increase student engagement through greater enjoyment, participation, accommodating learning styles, and supporting review of materials. However, it notes that fully exploiting their benefits requires proper professional development and recognizing them as a pedagogical tool rather than just a technology.
Holistic approaches to online collaborative learning design: Web 2.0 technolo...Julie Lindsay
When designing online learning consideration should be given to how a community can be built around subject content and objectives and how students will interact with the academic and with each other. The institutional learning management system affords a safe and reliable albeit often less than inspiring space for learning. New digital learning environments using the affordances of Web 2.0 technologies support connected and collaborative pedagogies. Holistic approaches with a focus on multimodal design extends learning into online spaces for improved engagement, provision for response choices (text, audio, video), online publishing and media creation while fostering new pedagogical approaches.
Teaching and learning with Internet-supported technologies - Course syllabusJoan E. Hughes, Ph.D.
In the course participants will examine a myriad of ways the Internet may function within teaching and learning contexts through internet-supported technologies (e.g., web, apps etc.). The course will focus on these technologies’ capabilities for instructional use, learning, professional development, and research. The course will provide a set of foundational readings to situate your thinking in this educative space. Then you will lead your own experiences with a diverse array of Internet-based instructional and learning tools; it will also encourage you to consider these tools with a critical eye, always determining the advantages and disadvantages of using particular web-supported or web-based tools.
This course focuses on the role of Internet-based technologies within face-to-face or hybrid learning situations and mostly within PK-12 realms. For all uses we consider, we will use the following questions (as well as any you offer) to structure our analysis of Internet uses:
• What assumptions about the nature of knowledge and learning does this innovation make (either explicitly or implicitly)?
• What unique role does the technology play in facilitating learning?
• How is this innovation seen to fit with existing school curriculum (e.g., Is the innovation intended to supplement or supplant existing curriculum? Is it intended to enhance the learning of something already central to the curriculum or some new set of understandings or competencies?)
• What demands does the innovation place on the knowledge of teachers or other “users”? What knowledge supports does the innovation provide?
• How does the technology fit or interact with the social context of learning? (e.g., Are computers used by individuals or groups? Does the technology support collaboration or individual work? What sorts of interaction does the technology facilitate or hinder? Does it change or reify social systems?)
Course goals include:
• Understanding the historical context of uses of the Internet and Web for teaching and learning
• Experiencing what it is like to be an actor in the ‘participatory’ or ‘semantic’ or ‘connected’ culture of the Web
• Developing a critical framework for evaluating web uses in educational contexts
• Interpreting (i.e., reading, understanding, interpreting, adapting) educational research that focuses on teaching/learning with the Internet-supported technologies
This course is not about fully online or distance education topics. If you are interested in that topic, consider taking LT’s “Online Learning” course(s).
This document discusses teacher knowledge and the impact of technology on teacher professional development. It begins by outlining models of teacher knowledge, including Shulman's categorization of different types of knowledge teachers possess. It then examines how technology may affect teacher knowledge domains, referencing the TPACK framework which describes the interplay between technological, pedagogical and content knowledge. Examples are provided of online communities and tools that can support teacher learning and development, such as blogs, discussion boards and virtual conferences. The document concludes by reflecting on how digital technologies can enhance teachers' vision, motivation, understanding, reflection and community learning.
Collaborative learning refers to learning in a group where members construct a shared understanding through social interaction. Effective collaborative learning requires structuring group interactions and can be supported by technology. Research on computer-supported collaborative learning (CSCL) aims to understand how technology can promote knowledge sharing and expertise among learners through both virtual and in-person interactions. Current areas of focus include identifying productive interactions, using collaboration scripts, studying affordances, and orchestrating supportive interventions across multiple social levels.
This document discusses key attributes that create an effective online learning experience from the perspective of adult learners. It identifies that asynchronous learning environments allow learners to participate on their own schedule. It also discusses how technology participatory practices like games and simulations can engage learners and promote collaboration. Effective communication tools that facilitate interaction between instructors and students are also important. The document emphasizes the importance of staying relevant by embracing new technologies and updating course materials to meet current learning needs.
Modern Educational Technologies in Teaching a Foreign Languageijtsrd
modern educational technology, which is used to form elementary school students’ ability to communicate in another language, is the most productive in the process of creating an educational environment that provides human centered interaction for all participants in the educational process. Odina Bakhridinova Khusnidin Qizi | Gulmira Juraboyeva Sherali Qizi "Modern Educational Technologies in Teaching a Foreign Language" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd42477.pdf Paper URL: https://www.ijtsrd.comhumanities-and-the-arts/education/42477/modern-educational-technologies-in-teaching-a-foreign-language/odina-bakhridinova-khusnidin-qizi
This portfolio discusses the student's experience taking an educational technology course. It provides an overview of key concepts in educational technology including how technology can be used as an informative, constructive, co-constructive, and situating tool. The portfolio also examines four conceptual models of learning - meaningful learning, discovery learning, generative learning, and constructivism. It reflects on how the educational technology course helped the student learn to incorporate technology to facilitate projects and better communicate with students.
The document discusses the effects of interactive whiteboards on teacher efficacy and student engagement. It finds that interactive whiteboards can increase teacher efficacy by allowing for whole-class interaction, authentic lessons, improved organization, varied lessons, and increased teacher motivation. It also finds that interactive whiteboards can increase student engagement through greater enjoyment, participation, accommodating learning styles, and supporting review of materials. However, it notes that fully exploiting their benefits requires proper professional development and recognizing them as a pedagogical tool rather than just a technology.
Holistic approaches to online collaborative learning design: Web 2.0 technolo...Julie Lindsay
When designing online learning consideration should be given to how a community can be built around subject content and objectives and how students will interact with the academic and with each other. The institutional learning management system affords a safe and reliable albeit often less than inspiring space for learning. New digital learning environments using the affordances of Web 2.0 technologies support connected and collaborative pedagogies. Holistic approaches with a focus on multimodal design extends learning into online spaces for improved engagement, provision for response choices (text, audio, video), online publishing and media creation while fostering new pedagogical approaches.
Teaching and learning with Internet-supported technologies - Course syllabusJoan E. Hughes, Ph.D.
In the course participants will examine a myriad of ways the Internet may function within teaching and learning contexts through internet-supported technologies (e.g., web, apps etc.). The course will focus on these technologies’ capabilities for instructional use, learning, professional development, and research. The course will provide a set of foundational readings to situate your thinking in this educative space. Then you will lead your own experiences with a diverse array of Internet-based instructional and learning tools; it will also encourage you to consider these tools with a critical eye, always determining the advantages and disadvantages of using particular web-supported or web-based tools.
This course focuses on the role of Internet-based technologies within face-to-face or hybrid learning situations and mostly within PK-12 realms. For all uses we consider, we will use the following questions (as well as any you offer) to structure our analysis of Internet uses:
• What assumptions about the nature of knowledge and learning does this innovation make (either explicitly or implicitly)?
• What unique role does the technology play in facilitating learning?
• How is this innovation seen to fit with existing school curriculum (e.g., Is the innovation intended to supplement or supplant existing curriculum? Is it intended to enhance the learning of something already central to the curriculum or some new set of understandings or competencies?)
• What demands does the innovation place on the knowledge of teachers or other “users”? What knowledge supports does the innovation provide?
• How does the technology fit or interact with the social context of learning? (e.g., Are computers used by individuals or groups? Does the technology support collaboration or individual work? What sorts of interaction does the technology facilitate or hinder? Does it change or reify social systems?)
Course goals include:
• Understanding the historical context of uses of the Internet and Web for teaching and learning
• Experiencing what it is like to be an actor in the ‘participatory’ or ‘semantic’ or ‘connected’ culture of the Web
• Developing a critical framework for evaluating web uses in educational contexts
• Interpreting (i.e., reading, understanding, interpreting, adapting) educational research that focuses on teaching/learning with the Internet-supported technologies
This course is not about fully online or distance education topics. If you are interested in that topic, consider taking LT’s “Online Learning” course(s).
The role of teacher and technology in perspective of classroom teachingAlexander Decker
This document discusses the role of teachers and technology in classroom teaching. It argues that technology should be integrated into the teaching and learning process as a series of actions and changes that bring about learning, rather than as isolated activities. When used effectively, technology can help teachers deliver instruction in a learner-centered way and allow students and teachers to collaborate. However, simply introducing new hardware and software is not enough - technology must be implemented based on educational principles and theories of learning. The document examines how technology can support teachers' productivity and professional practice by allowing them to more easily communicate, collaborate, manage data and enhance instruction.
11.the role of teacher and technology in perspective of classroom teachingAlexander Decker
This document summarizes a journal article that discusses the role of teachers and technology in classroom teaching. The summary is as follows:
1. The article examines the relationship between teachers and technology in classroom instruction and how technology can help teachers perform their many roles more effectively.
2. It discusses how technology, when integrated properly based on sound pedagogical principles, can be used as a tool to enhance the learning process for students and facilitate improved teaching.
3. The article also explores how teachers can better implement technology in their classrooms through training and understanding how to apply technology to support instructional goals and strategies.
What's the big deal about Blended Learning - Models, Results and ChallengesTerry Anderson
This document discusses blended learning models, results, and challenges. It begins by providing context about Athabasca University, a fully online Canadian university. It then discusses definitions of blended learning, which generally involve a mix of online and face-to-face learning. Research shows that blended learning can improve student achievement and satisfaction compared to solely face-to-face or online instruction when implemented well. However, blended learning also presents challenges related to design, facilitation, and assessing student work. The document concludes by discussing how universities may need to adapt physical campus spaces and services to complement online and blended learning.
This document discusses two innovative tools for online learning environments: active collaboration and problem-based learning. Active collaboration involves students working together toward an academic goal using online tools, which research shows improves critical thinking and problem solving abilities. Problem-based learning uses complex, real-world problems to develop lifelong learning and problem solving skills by allowing students to test solutions in a safe online environment. The document advocates for instructional designers to incorporate these tools into online curriculum to fully engage students and better prepare them for professional problem solving after graduation.
The document discusses a case study on the central role of educational leadership in developing student intrapreneurship at Latvian universities. The study analyzed participation and interactions of teachers and students in online modules. It found that teachers who displayed strategic and catalytic leadership styles, by creating learning communities and fostering student reflection, had students with the highest levels of intrapreneurship. The document recommends teams of leaders use different styles to engage students and create an online learning community through diverse communication channels.
Portfolio in Educational Technology 2 By: Ronalyn Dalojo and Roxan LagrosaXanne Lagrosa
This portfolio shows our learning in educational technology. Also, it contains our opinions about the use of technology in education which makes the teaching-learning process more effective.
This document summarizes research on the impact of technology on student learning. It finds that:
1) Technology has the potential to improve learning but its effectiveness depends on how it is used and the context of use.
2) Some studies found no academic benefits or saw technology as a costly investment, while others found benefits like increased motivation, engagement, and skills when used appropriately.
3) For technology to enhance learning, it is important that it be used as a tool to promote student-centered pedagogy rather than just being present in schools or being the focus of instruction itself.
Pattern of classroom activities during students’ use of computers: Relations ...Natchanon Srinuan
This document summarizes a study that examined how teachers integrate technology into their classrooms. The study found that teachers tended to use more student-centered practices like facilitating projects and independent inquiry when students used computers as learning tools like the internet, word processing, and presentations. In contrast, drill and practice software was associated with less student-centered practices. The study was based on observations of 143 technology integration lessons in schools that received federal technology grants. It provides insight into how different types of computer applications relate to classroom instructional strategies.
The document proposes a model for e-education that involves extending teaching spaces and learning spaces through technology integration. [1] It defines different roles for teachers in instruction, training, initiation and induction and how learning spaces can be used for knowledge acquisition, application, and construction with dialogue and reflection. [2] The model is presented as a way to take advantage of technology's ability to make teaching and learning more flexible and accessible beyond the classroom. [3] It suggests e-education can support higher-order thinking skills and active, collaborative learning tailored to individual needs.
Design-oriented Pedagogy: A New Framework for Making Learning WholeJorma Enkenberg
The document discusses design-oriented pedagogy, a new framework for project-based learning. It begins by outlining the topics to be covered: 1) skills children need for the future, 2) educating for a changing world, and 3) developing participatory learning culture. It then discusses the Finnish National Core Curriculum and its emphasis on transversal skills, multidisciplinary learning, and conception of learning as active and experience-based. Design-oriented pedagogy is presented as an example of participatory pedagogy, focusing on open-ended, student-driven projects around complex problems. Assessment focuses on student engagement, process, and digital artifacts demonstrating knowledge and skills.
Relevance of e-training for English Teachers.publishedIntakhab Alam Khan
This document discusses the importance of e-training for English teachers. It summarizes that e-training can help prepare modern teachers to effectively utilize e-learning tools and resources. A key finding is that successful implementation of e-learning requires teachers to have the proper attitude, readiness, and training in e-learning. The study also examines e-training that was provided to teachers at Jeddah Community College in Saudi Arabia to integrate e-learning materials into their teaching.
Pedagogical practices of K-12 online global collaborative educatorsJulie Lindsay
This document summarizes research on the pedagogical practices of K-12 educators who implement online global collaboration. It discusses what online global collaboration is, why it is important, and outlines barriers and enablers. It presents emerging pedagogical practices like adopting constructivist and connectivist approaches. Interviews with global educators revealed attributes of having a "Global Collaborator Mindset" and implications for adopting a whole school approach to online global collaborative learning.
The document discusses social interaction and group dynamics in collaborative learning. It begins by defining collaborative learning and noting that it involves joint tasks where group members work together to build shared understanding through social interaction. It then examines the educational and social psychological dimensions of collaborative learning. Some key points made include:
- Social interaction is crucial for collaborative learning and involves things like negotiations, presenting new knowledge, and joint decision making.
- Both asynchronous and synchronous interactions in online collaborative learning have benefits and disadvantages when it comes to aspects like feedback, reflection time, and control of discussions.
- Group dynamics in collaborative learning involve factors like group formation processes, roles and statuses of individuals, and challenges like social loafing. Maintaining positive group processes is
Multimedia blogging in physical education: Effects on student knowledge and I...Natchanon Srinuan
This study evaluated the impact of an educational blogging activity on physical education (PE) students' knowledge of basketball skills and self-efficacy in information and communication technologies (ICT), compared to a website without blogging. Seventy undergraduate PE students were assigned to a blogging group or non-blogging group. Both groups used multimedia resources on basketball skills for 11 weeks. The blogging group created posts with text, images, and videos analyzing their performances, while receiving comments. Pre- and post-tests assessed basketball knowledge and ICT self-efficacy. While ICT self-efficacy increased more for the blogging group, basketball knowledge did not significantly increase for either group. This study contributes to research on using b
This document provides a literature review on two topics: 1) Recent research on Australian school teachers' attitudes toward and use of information and communication technologies (ICTs) and interactive whiteboards (IWBs) in particular. It finds that while teachers believe in student-centered pedagogies, constraints prevent them from fully utilizing ICTs in innovative ways. 2) Choice modeling, a key research method used in the project. The review then examines several recent Australian studies on factors influencing how teachers use ICTs and IWBs in the classroom, such as self-efficacy and perceptions of students and administrators. It identifies different types of digital pedagogies teachers employ and how IWBs in particular can enhance learning
Students were surveyed about their views on a blended learning environment that combined online and face-to-face instruction. The results showed that students had a positive view of the blended learning environment overall. Specifically, students rated face-to-face interaction highest. This suggests that social interaction and being able to get answers to questions in person were important aspects of the blended learning experience. Achievement levels and participation in online forums were also found to influence students' perceptions of the blended learning environment.
By Day 4
Identify the age of the individual you are helping and explain the preliminary steps you would use to help the individual get started with the new skill. Include how you would identify the zone of proximal development for the individual and how you would use
scaffolding to provide developmentally appropriate support for the individual’s learning. Indicate whether internalization of social speech is likely to occur and why.
Pedagogical conditions of future translators’ effective training in the unive...inventionjournals
The article deals with the question of intensification of the educational process, formation and development of professional training using information technologies in the educational process of future translators in the universities. Its observed the determination of notion of pedagogical conditions, the possibility of using information communication technologies in teaching of translation courses. Theoretical studies of numerous scholars, pedagogical works have shown that for effective training of future translators, forming their personal qualities should be formed: organizational, social, economic, psychological, educational, etc. conditions. State of preparedness of future professional translators as well as formation of communicative competence is largely determined by the specific circumstances in which they were formed
Creativity in digital art education teaching practicesekinrashid
This article discusses research into integrating digital technologies into art education teaching practices. The research found that many teachers remain reluctant to use new technologies in the classroom, citing software difficulties. However, digital technologies can help establish more collaborative, creative learning when used to facilitate student production and thinking, rather than just presentation tools. The studies involved interviews and workshops with pre-service and in-service teachers and their students. Results showed that when using digital art, students became more confident in their creative abilities and acquired digital skills through experimentation. However, technology should play a secondary role to creative pedagogy in teaching concepts and learning.
This document discusses both the promises and pitfalls of educational technology, both currently and in the future. It outlines how technology can increase student motivation and engagement by making lessons more exciting. Blogging and inquiry-based learning are presented as ways to actively involve students. However, the document also notes that increased technology enables new forms of cheating and that educational technology can be expensive, especially for less affluent schools. The document concludes by providing an example of how the author currently uses technology like heart rate monitors in physical education classes to provide immediate feedback to students and teachers on individual progress.
Technology and Early Childhood Education A TechnologyIntegr.docxjacqueliner9
This document describes a summer professional development workshop for early childhood teachers to learn how to effectively integrate technology into their classrooms. The workshop provided hands-on experience with various instructional tools and technology applications. Teachers explored strategies for incorporating tools like digital cameras, Microsoft Office, and multimedia tools into lessons aligned with constructivist pedagogy. They completed individual technology-based projects relevant to their teaching each week and received feedback from facilitators. The goal was to help teachers adopt a suitable model for technology integration to support young learners' development and learning.
The role of teacher and technology in perspective of classroom teachingAlexander Decker
This document discusses the role of teachers and technology in classroom teaching. It argues that technology should be integrated into the teaching and learning process as a series of actions and changes that bring about learning, rather than as isolated activities. When used effectively, technology can help teachers deliver instruction in a learner-centered way and allow students and teachers to collaborate. However, simply introducing new hardware and software is not enough - technology must be implemented based on educational principles and theories of learning. The document examines how technology can support teachers' productivity and professional practice by allowing them to more easily communicate, collaborate, manage data and enhance instruction.
11.the role of teacher and technology in perspective of classroom teachingAlexander Decker
This document summarizes a journal article that discusses the role of teachers and technology in classroom teaching. The summary is as follows:
1. The article examines the relationship between teachers and technology in classroom instruction and how technology can help teachers perform their many roles more effectively.
2. It discusses how technology, when integrated properly based on sound pedagogical principles, can be used as a tool to enhance the learning process for students and facilitate improved teaching.
3. The article also explores how teachers can better implement technology in their classrooms through training and understanding how to apply technology to support instructional goals and strategies.
What's the big deal about Blended Learning - Models, Results and ChallengesTerry Anderson
This document discusses blended learning models, results, and challenges. It begins by providing context about Athabasca University, a fully online Canadian university. It then discusses definitions of blended learning, which generally involve a mix of online and face-to-face learning. Research shows that blended learning can improve student achievement and satisfaction compared to solely face-to-face or online instruction when implemented well. However, blended learning also presents challenges related to design, facilitation, and assessing student work. The document concludes by discussing how universities may need to adapt physical campus spaces and services to complement online and blended learning.
This document discusses two innovative tools for online learning environments: active collaboration and problem-based learning. Active collaboration involves students working together toward an academic goal using online tools, which research shows improves critical thinking and problem solving abilities. Problem-based learning uses complex, real-world problems to develop lifelong learning and problem solving skills by allowing students to test solutions in a safe online environment. The document advocates for instructional designers to incorporate these tools into online curriculum to fully engage students and better prepare them for professional problem solving after graduation.
The document discusses a case study on the central role of educational leadership in developing student intrapreneurship at Latvian universities. The study analyzed participation and interactions of teachers and students in online modules. It found that teachers who displayed strategic and catalytic leadership styles, by creating learning communities and fostering student reflection, had students with the highest levels of intrapreneurship. The document recommends teams of leaders use different styles to engage students and create an online learning community through diverse communication channels.
Portfolio in Educational Technology 2 By: Ronalyn Dalojo and Roxan LagrosaXanne Lagrosa
This portfolio shows our learning in educational technology. Also, it contains our opinions about the use of technology in education which makes the teaching-learning process more effective.
This document summarizes research on the impact of technology on student learning. It finds that:
1) Technology has the potential to improve learning but its effectiveness depends on how it is used and the context of use.
2) Some studies found no academic benefits or saw technology as a costly investment, while others found benefits like increased motivation, engagement, and skills when used appropriately.
3) For technology to enhance learning, it is important that it be used as a tool to promote student-centered pedagogy rather than just being present in schools or being the focus of instruction itself.
Pattern of classroom activities during students’ use of computers: Relations ...Natchanon Srinuan
This document summarizes a study that examined how teachers integrate technology into their classrooms. The study found that teachers tended to use more student-centered practices like facilitating projects and independent inquiry when students used computers as learning tools like the internet, word processing, and presentations. In contrast, drill and practice software was associated with less student-centered practices. The study was based on observations of 143 technology integration lessons in schools that received federal technology grants. It provides insight into how different types of computer applications relate to classroom instructional strategies.
The document proposes a model for e-education that involves extending teaching spaces and learning spaces through technology integration. [1] It defines different roles for teachers in instruction, training, initiation and induction and how learning spaces can be used for knowledge acquisition, application, and construction with dialogue and reflection. [2] The model is presented as a way to take advantage of technology's ability to make teaching and learning more flexible and accessible beyond the classroom. [3] It suggests e-education can support higher-order thinking skills and active, collaborative learning tailored to individual needs.
Design-oriented Pedagogy: A New Framework for Making Learning WholeJorma Enkenberg
The document discusses design-oriented pedagogy, a new framework for project-based learning. It begins by outlining the topics to be covered: 1) skills children need for the future, 2) educating for a changing world, and 3) developing participatory learning culture. It then discusses the Finnish National Core Curriculum and its emphasis on transversal skills, multidisciplinary learning, and conception of learning as active and experience-based. Design-oriented pedagogy is presented as an example of participatory pedagogy, focusing on open-ended, student-driven projects around complex problems. Assessment focuses on student engagement, process, and digital artifacts demonstrating knowledge and skills.
Relevance of e-training for English Teachers.publishedIntakhab Alam Khan
This document discusses the importance of e-training for English teachers. It summarizes that e-training can help prepare modern teachers to effectively utilize e-learning tools and resources. A key finding is that successful implementation of e-learning requires teachers to have the proper attitude, readiness, and training in e-learning. The study also examines e-training that was provided to teachers at Jeddah Community College in Saudi Arabia to integrate e-learning materials into their teaching.
Pedagogical practices of K-12 online global collaborative educatorsJulie Lindsay
This document summarizes research on the pedagogical practices of K-12 educators who implement online global collaboration. It discusses what online global collaboration is, why it is important, and outlines barriers and enablers. It presents emerging pedagogical practices like adopting constructivist and connectivist approaches. Interviews with global educators revealed attributes of having a "Global Collaborator Mindset" and implications for adopting a whole school approach to online global collaborative learning.
The document discusses social interaction and group dynamics in collaborative learning. It begins by defining collaborative learning and noting that it involves joint tasks where group members work together to build shared understanding through social interaction. It then examines the educational and social psychological dimensions of collaborative learning. Some key points made include:
- Social interaction is crucial for collaborative learning and involves things like negotiations, presenting new knowledge, and joint decision making.
- Both asynchronous and synchronous interactions in online collaborative learning have benefits and disadvantages when it comes to aspects like feedback, reflection time, and control of discussions.
- Group dynamics in collaborative learning involve factors like group formation processes, roles and statuses of individuals, and challenges like social loafing. Maintaining positive group processes is
Multimedia blogging in physical education: Effects on student knowledge and I...Natchanon Srinuan
This study evaluated the impact of an educational blogging activity on physical education (PE) students' knowledge of basketball skills and self-efficacy in information and communication technologies (ICT), compared to a website without blogging. Seventy undergraduate PE students were assigned to a blogging group or non-blogging group. Both groups used multimedia resources on basketball skills for 11 weeks. The blogging group created posts with text, images, and videos analyzing their performances, while receiving comments. Pre- and post-tests assessed basketball knowledge and ICT self-efficacy. While ICT self-efficacy increased more for the blogging group, basketball knowledge did not significantly increase for either group. This study contributes to research on using b
This document provides a literature review on two topics: 1) Recent research on Australian school teachers' attitudes toward and use of information and communication technologies (ICTs) and interactive whiteboards (IWBs) in particular. It finds that while teachers believe in student-centered pedagogies, constraints prevent them from fully utilizing ICTs in innovative ways. 2) Choice modeling, a key research method used in the project. The review then examines several recent Australian studies on factors influencing how teachers use ICTs and IWBs in the classroom, such as self-efficacy and perceptions of students and administrators. It identifies different types of digital pedagogies teachers employ and how IWBs in particular can enhance learning
Students were surveyed about their views on a blended learning environment that combined online and face-to-face instruction. The results showed that students had a positive view of the blended learning environment overall. Specifically, students rated face-to-face interaction highest. This suggests that social interaction and being able to get answers to questions in person were important aspects of the blended learning experience. Achievement levels and participation in online forums were also found to influence students' perceptions of the blended learning environment.
By Day 4
Identify the age of the individual you are helping and explain the preliminary steps you would use to help the individual get started with the new skill. Include how you would identify the zone of proximal development for the individual and how you would use
scaffolding to provide developmentally appropriate support for the individual’s learning. Indicate whether internalization of social speech is likely to occur and why.
Pedagogical conditions of future translators’ effective training in the unive...inventionjournals
The article deals with the question of intensification of the educational process, formation and development of professional training using information technologies in the educational process of future translators in the universities. Its observed the determination of notion of pedagogical conditions, the possibility of using information communication technologies in teaching of translation courses. Theoretical studies of numerous scholars, pedagogical works have shown that for effective training of future translators, forming their personal qualities should be formed: organizational, social, economic, psychological, educational, etc. conditions. State of preparedness of future professional translators as well as formation of communicative competence is largely determined by the specific circumstances in which they were formed
Creativity in digital art education teaching practicesekinrashid
This article discusses research into integrating digital technologies into art education teaching practices. The research found that many teachers remain reluctant to use new technologies in the classroom, citing software difficulties. However, digital technologies can help establish more collaborative, creative learning when used to facilitate student production and thinking, rather than just presentation tools. The studies involved interviews and workshops with pre-service and in-service teachers and their students. Results showed that when using digital art, students became more confident in their creative abilities and acquired digital skills through experimentation. However, technology should play a secondary role to creative pedagogy in teaching concepts and learning.
This document discusses both the promises and pitfalls of educational technology, both currently and in the future. It outlines how technology can increase student motivation and engagement by making lessons more exciting. Blogging and inquiry-based learning are presented as ways to actively involve students. However, the document also notes that increased technology enables new forms of cheating and that educational technology can be expensive, especially for less affluent schools. The document concludes by providing an example of how the author currently uses technology like heart rate monitors in physical education classes to provide immediate feedback to students and teachers on individual progress.
Technology and Early Childhood Education A TechnologyIntegr.docxjacqueliner9
This document describes a summer professional development workshop for early childhood teachers to learn how to effectively integrate technology into their classrooms. The workshop provided hands-on experience with various instructional tools and technology applications. Teachers explored strategies for incorporating tools like digital cameras, Microsoft Office, and multimedia tools into lessons aligned with constructivist pedagogy. They completed individual technology-based projects relevant to their teaching each week and received feedback from facilitators. The goal was to help teachers adopt a suitable model for technology integration to support young learners' development and learning.
Impact of Technology on ELT: A Comparative View of Past and Present Banglade...Md Arman
Educational technology always plays a vital role in the field of language teaching and learning
particularly for second language (L2) around the world. Using technology in ESL/ELT classrooms in the
Bangladeshi context is not a new practice but in the recent past, it was used in some institutions and advocated
by some ESL/ELT teachers with different views and skepticism. The opinions of educationalists about the
digitalization of L2 classrooms have considerably changed in recent years. The usage of digital materials was
not huge in number compared with technologically advanced counterparts but teachers, educationalists, and
instructors always supported it in the past decades. Some other people tried to show the negative effects of using
the technology in the L2 classes and their number was not ignorable. This article aims at showing a comparison
between the views of past and present Bangladeshi ESL/ELT teachers about the usage of the educational
technology used in the L2 classroom and digital materials for teaching and learning another language.
This document discusses the benefits of integrating technology into classrooms. It argues that technology provides authentic learning environments by allowing students to access real-world information and situations. It also enables collaborative learning and higher-order thinking as students can interact with others and consider multiple perspectives. Finally, technology promotes motivation as it incorporates various media formats that appeal to student interests. Examples are given such as students researching World War I online and creating a hypermedia presentation, or participating in an online debate.
1) The document discusses how 21st century classrooms need to better incorporate technology to reflect the digital world students live in outside of school. It argues teachers must use technology to develop 21st century skills through collaboration, creativity, and team-building with digital tools.
2) While some research finds technology in classrooms can be distracting or reduce social skills, other research supports the need for technology in education to prepare students for a world run on technology. The document advocates modernizing curriculum to meet the needs of today's digital students.
3) The document concludes teachers should receive training to successfully integrate technology into their classrooms in a way that expands learning opportunities for students through personalized tools that develop 21st century skills.
Hybrid online learning: An introductionjessrushing
This document discusses the benefits and guidelines for implementing hybrid online learning in face-to-face classrooms. Hybrid learning combines online and in-person instruction, allowing students to access resources and knowledge beyond the classroom. Standards from the American Association of School Librarians and Common Core emphasize students' need to use technology as a learning tool. Research suggests hybrid models provide individualized learning while maintaining social support from classmates and teachers. The document provides tips for collaborative online learning and lists popular platforms to integrate online content and activities into face-to-face courses.
Hybrid online learning: An Introductionjessrushing
This document discusses the benefits and guidelines for implementing hybrid online learning in classrooms. Hybrid learning involves adding online delivery of content and instruction to traditional face-to-face teaching. It can provide students with greater flexibility, engagement, and access to knowledge beyond what is taught in the classroom. Standards from organizations like the American Association of School Librarians and Common Core emphasize skills like research, media literacy, and use of technology that hybrid learning supports. The document provides examples of online learning platforms and guidelines for creating collaborative online learning communities.
Technology use focuses on students learning how to use technologies, while technology integration incorporates technology into daily lessons to enhance learning. While technology use and integration seem different, they are interrelated - students need to know how to use technologies before they can integrate them into lessons. When used intelligently, technology provides meaningful learning tools and content that benefit all students.
A Heutagogical Approach For The Assessment Of Internet Communication Technolo...Felicia Clark
This document discusses using a heutagogical approach to assess student assignments that utilize Internet Communication Technologies (ICTs) to share their work with authentic audiences outside of the classroom. It defines heutagogy as learner-centered and self-determined learning. The document argues that ICT assignments allow students to publicly share content and get feedback from external audiences, enhancing engagement. However, assessing these assignments can be challenging given their open-ended nature. The document proposes using heutagogical principles to design ICT assignments and provide assessment, focusing on developing students' capabilities and competencies through self-determined learning.
This document contains a research proposal on using technology to improve student achievement in art education. It includes an introduction outlining the importance of technology in education and its potential to improve teaching and learning. It then outlines the problem statement, research objectives, research questions, operational definitions, limitations and significance of the study. The literature review chapter discusses teachers' use of ICT in art, ICT in art education, how ICT can engage and motivate students, and the role of ICT in developing critical thinking skills. The research methodology chapter outlines the research design, population and sample, instruments, data collection and analysis.
Between theory and practice the importance of ict in higher educationMaria Loizou
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This document discusses the importance of integrating digital arts into secondary school art education practices. It notes that today's students are immersed in technology and that art educators must adapt teaching methods to meet the needs of 21st century learners. The study aims to identify how digital arts can foster creativity and provide opportunities for students to thrive. It recognizes that while some art educators still use traditional teaching methods, technology is ubiquitous and digital skills are necessary for students' future success. The research seeks to investigate how secondary students respond to learning digital arts and how teachers can effectively incorporate related lessons and activities into their classrooms.
This document discusses Gladys Tedor, a third year student studying Bachelor of Elementary Education. It provides an overview of educational technology, including how it helps students learn through technology tools and applications. It discusses key concepts from Educational Technology 1 and 2 courses, including the cone of experience, constructivism, discovery learning, and generative learning. Gladys reflects on what she learned about creating presentations, integrating technology into teaching, and how educational technology provides hands-on, project-based learning to help teachers effectively use technology in the classroom.
The document discusses e-learning and its importance in education. It defines e-learning as the delivery of educational content via electronic media. E-learning promotes student-centered learning through collaboration using a variety of digital tools. It allows students to learn independently and teach others while managing their own time. The document provides examples of how different technologies and web tools can be used to engage students, support collaboration, encourage creativity, and enable reflection.
The document discusses e-learning and its importance in education. It defines e-learning as the delivery of educational content via electronic media. E-learning promotes student-centered learning through collaboration using a variety of digital tools. It allows students to learn independently and teach others while managing their own time. The document provides examples of how different technologies and web tools can be used to engage students, support collaboration, encourage creativity, and enable reflection.
This chapter introduces the concept of learning design and argues that explicitly representing and sharing the design of learning activities can help teachers create more effective learning environments. It discusses the changing context of education and needs of modern learners. A new learning design methodology is needed to help teachers design pedagogically sound learning that leverages new technologies. The chapter lays out an argument for shifting to a more systematic, explicit approach to design using tools and methods grounded in research.
This document presents a model for understanding how digital technologies can best support personalized learning in schools. The model conceptualizes four learning spaces that influence students' education: the personal learning space, teaching space, school space, and living space. These spaces are interrelated and influenced by technologies. The model was validated using data from research projects, which found that technologies can provide feedback, motivation, and opportunities for collaboration. However, teachers and students may have differing comfort levels with technologies and understandings of personalized learning. Recommendations include better aligning perceptions across learning spaces to effectively use digital tools for personalization.
This document summarizes research on the effectiveness of using technology like interactive whiteboards in the classroom. It finds that using such technology can positively impact standardized test scores, especially when used for student-centered activities focused on visualization rather than teacher-centered presentations. The document also discusses strategies for helping at-risk students, such as providing choice, structure, customization and a blended learning approach. While technology shows promise, the strategies employed are emphasized as being more important than the technology alone.
This document examines the effectiveness of using multimedia software to teach visual arts. It was prepared by Nurul Aina binti Che Arifin, a student with the identification number 2013110407 at the Faculty of Education of Universiti Teknologi Mara in Shah Alam, Malaysia in 2014 for her supervisor Dr. Johan @ Eddy Luaran.
This document outlines the table of contents for a research paper that examines the effectiveness of using multimedia software for learning. It introduces the background, problem statement, objectives, research questions, and operational definitions. The literature review will cover learning theories related to multimedia software, examples of multimedia programs, their benefits and drawbacks. It will develop a conceptual framework. The methodology section will describe the research design, population and sampling, instruments, data collection, and data analysis procedures.
This document provides an introduction and literature review on using multimedia software in visual art education. It discusses several learning theories that are relevant to multimedia learning, including behaviorism, cognitivism, and connectivism. The document also examines types of multimedia software used in visual art education classes and identifies benefits and drawbacks of using such software. Some benefits highlighted include increasing student interest and engagement, while drawbacks include the complexity of software for teachers and students spending too much time on multimedia aspects at the expense of other subjects. The study aims to understand student perceptions of and achievement with multimedia software in visual art education classes.
This document contains a bibliography listing various sources related to topics such as instructional design, multimedia courseware development, computer-mediated learning, teaching with multimedia, evaluating the benefits of computer-aided design, and promoting visual art education through the use of computers and software. The bibliography contains 28 sources ranging from 1 to 28 pages in length and published between 1991 and 2011. The sources are listed alphabetically by author(s) and include information such as title, publication year, and number of pages.
This document discusses the use of multimedia applications in teaching visual art education among school and university students. It aims to identify the causes of lack of preparation among teachers in using multimedia, examine student reaction to multimedia applications in art education, and determine the effectiveness of multimedia applications in teaching visual art. The document provides background on the importance of visual art education and multimedia learning. It also outlines the research objectives, questions, hypotheses, operational definitions, limitations, and significance of the study.
1. The document summarizes a research study that examined student perspectives on using multimedia technologies in college literature classes. A survey of 150 students at a New Jersey college found that the majority felt multimedia aids learning and that lectures using technologies are more engaging.
2. The study used a questionnaire to collect student background information and attitudes toward multimedia use. It compared expectations of students in education and non-education majors.
3. While the study found multimedia stimulated student interest, it noted the information about technologies is not widely shared so it's difficult to predict student reactions once available.
This document discusses three types of research methods: survey research, correlation research, and causal-comparative research. Survey research involves collecting data from a sample population at one or more points in time to describe characteristics. Correlation research investigates relationships between two variables to help explain behaviors or predict outcomes. Causal-comparative research attempts to determine the causes or consequences of existing differences between groups by comparing them. Examples of research objectives and questions are provided for each method.
- The document explores student perspectives on expectations of multimedia technology use in college literature classes through a survey.
- Overall, students favored technology use and found PowerPoint and video/DVD presentations most effective. However, expectations varied some by factors like gender, major, and year.
- Analysis found little difference in expectations based on gender, but education majors tended to have slightly higher expectations of technology use than other majors.
Thesis 1# investigation technology art educationAina Zai
This document provides information to users about how manuscripts are reproduced from microfilm for distribution. It notes that the quality of reproductions depends on the quality of the original submitted. The document also details how oversize materials like maps are reproduced and that photographs are reproduced using xerographic techniques.
1. Art Education / July 201112
I
nfusing technology into art education practice has been a continuous endeavor for
preservice and in-service art teacher education (Bastos, 2010; Mayo, 2007). In recent years,
art educators around the world have researched issues related to the preparation of art teacher
technology competencies, including art teacher perceptions of working with technology (Black,
2009; Phelps & Maddison, 2008), implementations of digital media in art teaching practice (Shin,
2010; Taylor, Carpenter, Ballengee-Morris, & Sessions, 2006), identifications of the key factors and
obstacles of art and technology integration (Delacruz, 2004; Wood, 2004), recommendations of
educational resources and applications (Burton, 2010; Gregory, 2009; Roland, 2010), and the chal-
lenges and potential of art and technology infusion (Delacruz, 2009a). Such research offers direc-
tions and models on what art teachers themselves can do to engage art and digital media more
deeply in the art room, yet relatively little evidence exists on the interplay between art teachers’
engagement of technology and technological support from the school administration.
A Learning Ecology
Perspective: SchoolSystems
SustainingArtTeachingwithTechnology
By C h i n g - C h i u L i n
This article presents a case study of an art
teacher’s adoption of and engagement with
technology in association with the admin-
istrative support and technological infra-
structure in a public high school, in which
the vision of technology innovation fans out
from the school administration to faculty
and students. It describes how a technologi-
cally supportive school environment can
influence the school culture and learning
climate, as well as teacher motivation and
satisfaction. Adopting a learning ecology
perspective that highlights the network of
learning relationships, I suggest the need to
better understand how learning institutions,
contexts, and conditions may support and
foster art teachers’ professional development
in technology.
Toward an Ecology of Learning
A learning ecology perspective (Bruce,
1998; Greenhow, Robelia, & Hughes, 2009)
might help art educators to conceptualize the
use of technology in relation to art teaching
practice and art teacher professional develop-
ment. Unlike the common ecological under-
standings of art education as an inquiry
into the physical conditions of the natural
world, the learning ecology perspective
employs ecology as a metaphor for describing
a space for learning with technology, and
learning institutions are seen as an ecological
system (Nardi & O’Day, 1999; Zhao &
Frank, 2003). John Seely Brown (2000)
described an ecology as an “open, complex,
adaptive system comprising elements that
are dynamic and interdependent” (p. 19),
whereas Brigid Barron (2006) defined a
learning ecology as the “set of contexts found
in physical or virtual spaces that provide
opportunities for learning” (p. 195). Such
views consider learning not only as existing
simply in the minds of individuals, but also
as embedded in a network of relationships
between participants, practices, pedagogies,
and technologies in a situated environment.1
Recently, art educators have responded to the
value of an ecological, networked frame-
work in understanding artistic inquiries
associated with digital media, examining the
dynamic relationships of learning in art and
technology infusion (Castro, 2009; Sweeny,
2004). Building on these scholarly insights,
this article contributes to an understanding
of the contextual interplay of art teachers’
technology engagement and support.
2. July 2011 / Art Education 13
Interplay of Technology Engagement
and Support
Administrative Support
Newark Community High School is
located in a rural Midwestern town with
a population of less than 1,000, mostly
Caucasians, whose principal industries are
construction and agriculture.2
With fewer
than 200 students, Newark is the only high
school in this district and has a reputa-
tion for integrating technology into the
schoolwide curriculum. Newark’s vision of a
technological focus began with the dedica-
tion of its previous superintendent, Mr.
Roger Sanders, and has since been continued
by the current superintendent, Ms. Pauline
Berggren. In Berggren’s words, “Mr. Sanders
was a tremendous force in making the
faculty realize the importance of technology
and using technology as a tool in education;
not that it’s something separated, but that
it’s integrated within the courses” (personal
communication, April 24, 2007).3
Carrying on this shared school vision,
administrative staff see themselves as a
supportive force for teachers, financially
ensuring the availability of resources and
equipment and retaining responsibility
for the school’s overall technical support.
For example, the school regularly updates
software programs and a collection of
stock images and footage, provides several
Windows- and Macintosh-specific computer
labs for different educational uses, and
offers technical and operational support
through a full-time technology specialist.
Newark’s commitment to technology is also
amply illustrated by the faculty’s teaching
equipment. For example, William Blidy,
an art teacher in his early 30s, has access
to one laptop and two desktop computers:
one for his studio classroom and another
for the computer lab. Blidy also oversees a
computer lab with about 30 Apple Macintosh
computers that is fully stocked with white
screens, camcorders, scanners, and printers.
Blidy has expressed his gratitude to succes-
sive superintendents and principals as the
school has regularly purchased any software
programs he requested for the classes.
Blidy’s Inspiration
Blidy has taught at Newark for about 10
years. As a one-man visual arts department,
he has designed and taught all art courses
at this school as part of a 4-year visual art
curriculum of eight courses classifiable as
either hands-on (e.g., Ceramics, Art I, and
Design I) or based on digital media (e.g.,
Computer Graphics and Multimedia).
Besides being an art teacher, Blidy serves as
the Webmaster for Newark’s school website,
the technology workshop instructor for his
colleagues, and a teacher-researcher on a
funded project that explores the implementa-
tion of videoconferencing in art teaching. He
also manages an online school art gallery and
an art class blog on which he posts students’
artwork and communicates with students
and parents online.
Blidy attributes most of his proficiency in
teaching art with technology to Mr. Sanders,
an advocate of school technology innova-
tion and the former superintendent. Blidy’s
initial encounter with technology began in
his first year of teaching art at another high
school. At that point, his usage of tech-
nology consisted only of scanning pictures
to make transparencies of his ceramics class
for overhead projection. His later educa-
tional use of technology as an art medium
was sparked by Sanders’s encouragement,
beginning at Blidy’s job interview with
a question about teaching a Photoshop
class. At that point, Blidy knew little about
computer graphics programs but appreciated
the opportunity to learn and grow. As he
recalls, on his first day of teaching at Newark,
Sanders placed a Macintosh computer,
scanner, and printer in his art room and
Multimedia class conducts a
videoconference with Paul Ewen,
a producer of public service
commercials from New York City.
3. Art Education / July 201114
continued such encouragement on a regular basis: “Mr. Sanders
would bring boxes of software and say, ‘Look, this is a 3D
modeling program you might be interested in trying out. Hang
on to that for a while’ ” (personal communication, May 3, 2007).
With Sanders’s support, Blidy’s knowledge about and experience
with teaching art with technology has developed greatly over his
10 years teaching at Newark, mostly through self-instruction:
he researches online resources, reads manuals, and tries out the
new programs.
Blidy also recognizes that the technologically infused partner-
ship with his colleagues has broadened his horizon as a teacher,
as he frequently modifies his teaching by implementing new
ideas taken from his colleagues. In return, understanding only
too well the time-consuming process of learning technology
alone, Blidy has designed and instructed technology workshops
for his colleagues. Though burdened with multiple school
duties, he has nevertheless been able to focus on his teaching,
freed from concerning himself with the school budget and
technical support. As Blidy remarked, “I have always been able
to do whatever projects I wanted, and I have never had to worry
about supplies or equipment” (personal communication, April
25, 2007). Although the workload at Newark is much heavier
than at his previous school, Blidy admits to enjoying the current
working environment: “I found the right fit. I think I found the
school primarily fit for me” (personal communication, May 3,
2007). In addition, in my observation, Blidy’s achievement stems
not only from the support of his colleagues and supervisors
but also from his self-expectation of maintaining the quality of
his teaching. Constantly seeking ways to improve his practice,
Blidy’s perfectionist work ethic pushes him to do his best and
never allows him to be satisfied.
Blidy’s Instructional Strategies
Blidy’s technological knowledge is mostly gleaned from his
independent study, which is in turn motivated by a school-wide
commitment to technology. Thus his instructional strategies
exemplify the cultivation of a two-way collaborative knowledge
production between teacher and students. I have observed that
in his teaching technology-infused art curricula, Blidy shifted
from being the sole source of knowledge about content and
media to sharing expertise and authority with students.
One major instructional strategy is evident in Blidy’s
technology-related classes: program discovery, in which he
encourages art student involvement through the explora-
tion of software programs. As Blidy notes, he has developed
his technology competencies through learning along with
students in a school atmosphere that promotes peer assistance
and knowledge sharing. When introducing a new software
program, he first practices until he knows enough to teach it.
He admits to his students that he does not have a full under-
standing of the program tools and must learn along with them.
Welcoming student input, Blidy then names the techniques
after the students who discover it, such as “the Emily effect,” and
then uses both the invented and actual names of the program
elements interchangeably in his teaching. According to Blidy,
his students, in turn, “seem receptive to this strategy and are
eager to show me new things” (personal communication, April
A screenshot of Newark Community High School’s online art gallery
(www.newarkhs.k12.il.us/artgallery/index.html).
The technologically infused partnership with Blidy’s
colleagues has broadened his horizon as a teacher,
as he frequently modifies his teaching by
implementing new ideas taken from his colleagues.
A screenshot of Mr. Blidy’s art classes blog (http://nchsart.blogspot.com/).
4. July 2011 / Art EducAtion 15
23, 2007). Within this all-learning-together environment,
the art students seem less anxious about figuring out the
software programs. In fact, they become visibly attached to
the filters uncovered by their peers and themselves, as well
as being willing to try these tools out and take the initiative
in exploring the programs.
Art Student Responses
Blidy’s art students commented on the ease of learning
technology, career preparation, and the collaboration
related to their technology-enriched learning environ-
ment. Although Blidy teaches sophisticated computer
graphics and video editing programs, his students reported
that learning these programs is not difficult. For example,
Steve and Ashlee4
pointed out that Blidy always begins
with small components so students can become familiar
with the program techniques and imperceptibly develop
their abilities to operate the applications. Likewise, Lindsey
noted that Blidy makes it easy to adapt to new programs
by comparing similar tools and concepts among several
graphic programs. Having acquired the confidence to
operate the program, the students enjoy expressing their
ideas and trust that Blidy will help them to realize their
ideas through the chosen medium and tools. Because of
this trusting relationship, Blidy’s students are willing to
take up the challenges he lays down. For instance, several
students remarked that Blidy pushes his students to try
their best but still respects student opinions and decisions.
Referring to how strenuous and time consuming video
production and graphic design can be, Ashlee and Ian
admitted that Blidy’s encouragement and support have
stimulated their persistence in challenging and refining
their assignments. Exhibiting little panic at handling
sophisticated computer programs, Jason and Emily
acknowledged their technological knowledge has built up
gradually through sequential learning in a step-by-step
process.
The art students are also aware of how Newark’s
computer-enabled environment affects their learning by
exposing them to technology in various other subjects:
for example, learning video editing and photo manipu-
lation programs in keyboarding class, creating a blog
in history class, or making a video of a student-acted
play in literature class. Thus, Ian reported an awareness
of being “in an environment where we can put all our
ideas and efforts into computer” (personal communica-
tion, May 3, 2007), with which Lindsay concurred: “The
atmosphere here at school is very computer friendly.
It doesn’t matter what classes you take, you’ve got to
be in contact with computers at some point” (personal
communication, May 14, 2007). Technology also serves
student career aspirations at Newark as staff and faculty
convey to their students that technological competence
is imperative in both society and the workplace. Affected
by this orientation, many students see their learning with
technology as a serious part of building for their careers
and post-secondary education opportunities. Likewise,
the art students commented on the school culture that
values peer-assistance in learning technology. As they are
encouraged to learn from, help, and inspire each other,
they are exposed to technology-related collaboration
and competition. Thus, Madison remarked that audience
response was part of her motivation in making her video
in Blidy’s class because the students have high expecta-
tions for their peers’ digital productions, while Ellie
reflected she got to work with friends constantly because
most of her school projects required technology-involved
cooperation among her peers.
Student artwork showcases in the school hallway.Mr. Blidy’s computer lab.
5. Art Education / July 201116
Implications for Art Education
Three particular implications of my study relate to the
question of how school administrators and teachers can work
together toward the development of a technology-enriched
learning environment.
Ecological Attention to Technology Integration
The case study presented serves as an example, from a
learning ecology perspective, of how a school can achieve tech-
nological innovation. Newark can be viewed as an ecosystem of
learning that sustains the network between its members (admin-
istrators, teachers, and students), who work together toward a
shared value of developing student potential through technology
integration. This learning model highlights a set of collabora-
tive efforts from institutional, pedagogical, and organizational
aspects. It serves as an important reminder to both educa-
tional policymakers and school practitioners across disciplines
that successful school technology innovations are tied to the
contextual relationship among the technological participations
of all school members. Within this model, the understanding of
technology moves beyond its function as a tool to highlight its
social practice that involves human interaction and collaboration
served by technology. Just as members of school communities
can view school in general as an ecological system that supports
interrelated collaborations between all roles, the responsibility
and development of infusing technology into art education
practice are shared and formed among administrators, teachers,
and students.
A Human Infrastructure for Supporting Art Teachers’
Technological Engagement
Blidy’s case suggests that school support can significantly
affect an art teacher’s use of technology. Research has shown
that issues like time constraints, lack of resources, and limited
support make the use of digital media a continual challenge
to art teachers’ ability to maintain professional competen-
cies (Delacruz, 2004, 2009b; Gregory, 2009). Moreover, such
challenges influence art teachers’ motivation to implement
technology in the classroom; they suggest a need for a “healthy
human infrastructure and a functional and convenient technical
infrastructure” that can stimulate teachers’ motivation to use
technology in school settings (Zhao, Pugh, Sheldon, & Byers,
2002, p. 512). Obviously, overwork is common for dedicated
teachers, but the difference lies in its consequences: Whereas
satisfaction with working conditions motivates teacher dedica-
tion, frustration with it diminishes teacher vitality. Even though
many art teachers are resourceful and persistent in overcoming
the obstacles to exposing students to the technology-infused art
learning experience, providing art teachers with adequacy of
resources and support in their technology uses can effectively
encourage them to make changes in teaching and learning.
Particularly, when art teachers have no need to worry about
issues like technical maintenance, computer system compat-
ibility, or negotiation of technology-related policies and
procedures, they can dedicate most of their energy to innovative
pedagogical practice.
The Art Teacher as a School Technology Leader in
Sustaining a School Technology Plan
As Nardi and O’Day (1999) observed, “teacher leaders are
nurtured with an ecology of information that supports diverse
partners staying connected in continuous evolution and growth,
and where local experience and experimentation provides
guidance to a larger-scale planning and implementation
process” (p. 75). My study provides evidence that technologically
competent art teachers are capable of assuming such leadership
positions in schools. An art teacher can act as a school tech-
nology facilitator and leader to assist other teachers’ technology
adaptation and implementation. Such an approach to the growth
of teachers is important because it responds directly to teachers’
need for efficient professional development and practical
knowledge.
Why art teachers? Blidy, as the technology leader at Newark,
offers an example of the deep ties between art education and
technological innovation in teaching. His technological knowl-
edge has enabled him to teach technology workshops to his
colleagues. In these workshops, Blidy shares his teaching strate-
gies and experiences, discusses ways to integrate digital media
into a variety of subjects, offers applicable examples that can be
modified to teachers’ situated teaching contexts, and encourages
teachers to consider the aesthetic quality of their technology-
infused presentations and projects in terms of effective visual
communication. Commenting on Blidy’s school technology
leadership, Newark’s Superintendent Berggren, herself a former
art teacher, said, “Art itself is an integrated subject, and Blidy’s
knowledge in art and technology helps the faculty to see the
connections among subjects they teach and new technologies”
(personal communication, March 21, 2007). Many of Blidy’s
colleagues also showed respect for his contribution to Newark’s
reputation for technology integration by positively commenting
on his ability to oversee the technological potential and inspire
other teachers’ technological engagements.
In fact, scholarship on teachers’ need for productive, practical
professional development in technology infusion has strongly
suggested employing art teachers as school technology leaders
(Dunn, 1996). It is important for administrators and teachers
to recognize this value, since art teachers as technology leaders
are capable of offering strength and expertise in coping with
sustainable school technology innovation, as well as working
with colleagues across subjects as a team to undertake the chal-
lenges and opportunities arising from their technology use.
The art teacher’s leadership is especially relevant to a school’s
professional development program in technology, which helps
to promote a school-wide commitment of pursuing a balance of
creative and critical inquiries in the information age.
Why art teachers? Blidy, as the technology
leader at Newark, offers an example of the deep
ties between art education and technological
innovation in teaching.
6. July 2011 / Art Education 17
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Endnotes
1The notion of learning in this article refers both to
art teachers’ professional growth in teaching art with
technology and to students’ digitally mediated learning
experience.
2 The school and faculty names have been used with
their permission.
3 All quotes are taken from individual interviews with
the research participants.
4 All student names are pseudonyms.
Conclusion
The case study of Newark Community High School’s commit-
ment to technology, together with art teacher William Blidy’s
technology engagement, presents one possibility of how the
promise of technology innovation can be delivered in a public
school setting from administrators to faculty and students.
Although the success of this case ties to its context of the entire
network relationship, this study shows the need for a technolog-
ical infrastructure in sustaining a technology-enriched learning
environment for art education. It also highlights a necessity
of examining the practice of art and technology integration as
posited in contexts and relationships, rather than looking into
the single element, such as the teacher or digital media per se.
As art teachers’ knowledge about, attitudes toward, and practices
of technology are considerably conditioned by the adequacy
of resources and support in the workplace, this article reminds
policymakers and school administrators about their powerful
and important role in providing frontline teachers with func-
tional infrastructure and institutional support. Such support not
only can contribute to working conditions that facilitate teacher
engagement with technology, but also can provide students with
a positive learning climate and a dynamic school culture. Indeed,
given enabling conditions, art teachers are capable of integrating
technology into their teaching, acting in the role of school
technology leaders, sharing their expertise with colleagues, and
contributing to school technology innovation.
Ching-Chiu Lin is Faculty Advisor, Teacher Education Office,
at the University of British Columbia, Vancouver, British
Columbia, Canada. E-mail: jingchiu@gmail.com
NAEA Awards Nomination Deadline
The deadline for the submission of nominations for
most 2012 NAEA Awards is October 1, 2011.
Watch www.arteducators.org/awards for revised guidelines
for 2012 award submissions.
For additional information, contact Kathy Duse, Executive
Assistant and Convention/Programs Coordinator: awards@
arteducators.org, 703-889-1281.