Jenny Time

The development of our teaching/learning resource went as so, we thought it was avery good idea for a blog that documented what the galleries in chch were up  to, along with critiques on the work as well as the addresses and general contact details of each gallery. The blog is also useful for those out of chch who are interested in the art that is being prody=uced as well as those who will be visiting chch and would be interested in knowing where the gallerys are so that they could pay them a visit. We thought that a blog would be best as it is avaible to any one with the internet and we can give out the user name and pass word for students to add to the blog with their (perhaps assignments) critiques on exhibitions that they have seen. Also anyone can make a comment on the blog so we can get a healthy dialogue going with other people outside of the school

A blog is alos potentially a place where students could upload their work for an online exhibition in the future, they could even start their own online gallery.

The technology, pedagogy and content work together to support learning through this resource because we have a very clear easy to follow format that can be traversed with great ease, as well as this their is a light hearted video clip to catch, the studnts interest and the blog is localy based so that it is relevant..

Given that educational technologies are not yet well-integrated into instruction in most K-12 classrooms (Levin & Wadmany, 2008; Russell, O’Dwyer, Bebell & Tao, 2007); that teachers’ instructional planning tends to be activity-based and content-focused (John, 2006; Yinger, 1979); that learning activities are conceptualized and enacted differently in different disciplines (Shulman, 1986; Stodolsky, 1988); and that effective technology integration requires interdependent content, technological, and pedagogical knowledge (Mishra & Koehler, 2006, Koehler & Mishra, 2008), Harris & Hofer (2006, Harris, 2008) suggest that a logical approach to helping teachers to better integrate technologies in their teaching is to directly link students’ content-related learning needs with particular content-based learning activities and related educational technologies that will best support the activities’ successful implementation.

Each year the Horizon Advisory Board researches, identifies and ranks key trends affecting the practice of teaching, learning, research, and creative expression. The Board reviews current articles, interviews, papers, and new research to discover emerging or continuing trends. The trends are ranked according to how significant an impact they are likely to have on education in the next five years. The top trends highlighted for 2009 are presented below in priority order, as ranked by the Advisory Board

A recent survey by the Pew Internet and American Life Project found that massively multiplayer and other online game experience is extremely common among young people, is rich and varied, and that games offer opportunity for increased social interaction and civic engagement among this group. The success of game-based learning strategies owes to active participation and interaction being at the center of the experience, and signals that current educational methods are not engaging students enough.

http://wp.nmc.org/horizon2009/chapters/trends/#0

Well it is an interesting concept, in terms of getting information across to students that other wise they may not be able to get. I could not find any examples of institutions that offered practical art for secondary on the linked websites and yes I looked at them all. I do think that art pedagogy is something that is very one on one and personal and so in terms of VS I do not see it as being viable

At Lincoln the ICT I saw used was the powerpoints that I did and that another 2nd year teacher in the art department did. Students were not allowed to look up images or anything really on the web, so the teacher would have to log on so they could use his account to look up images.

In design and photography the students would use the programmes like photoshop, illustrator, and in design.

And that is the ICT I saw used.

I found some interesting sounding websites in the reading for art resources, this is quite handy for my lesson planning and resourses.

Well, i feel like these lectures are very unstructed. And most people are having problems with it. Elearning could be better. I enjoyed making my own e resources.

Although  I am from the old school of using whiteboards and photocopied artistics images, I see Elearning as a valuable tool. It can help me to explain things in a very clear way, ie through a power point that is very easy to read and follow. Also by using art images in a powerpoint, you do not have to carry around large wads of paper, or spend a fortune on photocopying. Another great thing is that you can prepare a presentation, save it to disk and then use it for years to come, instead of writing something on the whiteboard and having to wipe it of and then start from scratch next time you teach that lesson

I never thought of doing this on my own but now that I am it is a lot of fun, hello world!

I also never thought about ICT as much of an education tool in secondary school education, I guess because I did not really have much to do with computers. The few times I did get onto the computer for a class I remember just seeing it as a chance to muck around really.

I found it interesting in the Jane Gilbert reading that public, state funded,
compulsory schooling for everyone has only been the norm for around 150 years.

I definitely agree with her that “IndustrialAge education systems are organised, like production lines, tomass-produce standardised products” ( Beare and Slaughter 1993; Senge et al. 2000; Beare 2001). NCEA seems like a prime example of this.

Gilberts Modern Models of Knowledge

Knowledge
• is a process, not a “thing” (or “stuff”);
• does things—more like energy than matter;
• happens in teams, not in individual “experts”;
• can not be codified into disciplines;
• develops on as as-and-when-needed basis;
• develops to be replaced, not to be stored away.
Learning
• involves generating new knowledge, not storing it;
• is primarily a group, not an individual, activity;
• happens in real world problem-based contexts;
• should be just-in-time, not just-in-case;
• needs to be á la carte, not en bloc.
Minds
• are not containers, filing cabinets, or databases – places to store knowledge “just
in case”, but rather are resources that can be connected to other resources for the
purpose of generating new knowledge.