Today's assignment involved creating a PowerPoint presentation reflecting a 'problematic' teaching standard or topic within our individual content areas. As my area of specialization is English, of which literary criticism can often be difficult for students (and teachers) to sort out within a classroom context, I felt that putting together a slide show reflecting some of the various schools of thought might be worthwhile. The presentation I made can be accessed below, or by clicking here.
TPACK
A teacher might use a Power Point presentation for several reasons over the course of instruction (CK). The tool could be used to outline assignment specifications, give an overview of the day's lesson, or if the teacher is lecturing, he or she might use presentations to illustrate the main points of that lecture. An additional significant facet for using PowerPoint to facilitate classroom instruction involves having students work on presentations of their own (P), either individually or collaboratively, fostering direct learning and presentation skills, and encouraging creativity (this is especially significant in the development of illuminated texts -I can not say it enough: Check out AWaytoTeach.net if you have not already done so!).
Of course, this process also teaches, facilitates, maintains, and showcases technological literacy (T), responsibility, effectiveness, and utility for teachers and students alike.
Relation to standards
The development and use of internet-accessible content material relates to several ISTE NETS standards, primarily #1 Facilitate and inspire student creativity and innovation by promoting student reflection using collaborative tools to reveal and clarify students' conceptual understanding, thinking, planning, and creative processes; #2: Design and develop digital age learning experiences by customizing and personalizing learning activities to address students' diverse learning styles, working strategies, and abilities; #3: Model Digital-Age Work and Learning by communicating relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats; and #4: Promote and Model Digital Citizenship and Responsibility, by advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
Integration
As an English Teacher I will be required to teach English language and literature. The quality of my classroom facilitation and inherent presentations may be improved by the systematic collection, development, archiving, and retrieving of electronic resources including graphic representations.
-The additional assignment component of posting the presentation within this blog is admittedly less than an rewarding process however. The ready accessibility of publishing online is once again a fantastic avenue for developing and sharing resources, ideas, and communication, but the transfer from MS platform presentation with multitudes of presentational devices to a limited and somewhat time consuming Google-based web application is not pleasant. Don't get me wrong, Google is great (if it weren't, I wouldn't have this blog or the ability to share documents as readily) and MS can be much less than great (for several reasons), but it takes time to get a presentation from one platform to the other, then more time playing with formatting. Ultimately, despite the effort necessary to provide it though, I'm happy with the results. And while the MS presentation might be more appealing visually, this one has much better mobility. -Plus I found a neat blackboard background... Let's take a moment to fully appreciate the various layers of irony and metaphor!
As always, comments are welcome. -Let me know what you think!
Tuesday, June 23, 2009
Thursday, June 18, 2009
EDUC 6305: Jackson Pollock
Today's assignment involved creating graphics in the artistic style of Jackson Pollock. I created the first image below, which I have entitled 'Whiskey Sunrise,' using the Pollock application at Manetas.com. Creating images at the site was a fairly straightforward process, but there were some limitations: only one color could be used, the user has little to no control over how the 'paint' is distributed beyond direction, and in order to save the image the mouse the Print Screen Utility has to be used. I enjoyed using the program, and made several images before coming up with one that I liked.
Whiskey Sunrise
In the process of making my first graphic, I found myself thinking that it'd be nice to have a broader pallet than orange and by backtracking the URL, I found a couple other interesting Pollock-oriented sites. I created 'Righteous Indignation' at Jacksonpollock.org and also perused iPollock.com, which is similar, but has a more gallery-oriented feel to it. At both sites the user can incorporate different colors, but the other limitations are still present and the color range is random.
Whiskey Sunrise
In the process of making my first graphic, I found myself thinking that it'd be nice to have a broader pallet than orange and by backtracking the URL, I found a couple other interesting Pollock-oriented sites. I created 'Righteous Indignation' at Jacksonpollock.org and also perused iPollock.com, which is similar, but has a more gallery-oriented feel to it. At both sites the user can incorporate different colors, but the other limitations are still present and the color range is random.
Righteous Indignation
TPACK
Despite the limitations however, it was a fun process and while I don't see many educational avenues (CK) for the use of these programs outside of an art class (though English and history might be effectively related and used in cross-curricular creative, interpretive, or presentation oriented projects, and to place Pollock's artistic movement in historical context), I might use the programs for redirectional, brainstorming, and prompting purposes within my own classroom (P). As with previous assignments, the technological orientation of this activity ensures engagment of technological literacy (T).
Relation to standards
As stated before, the process of developing online graphics and diagrams relates to several ISTE NETS standards, primarily #1 Facilitate and inspire student creativity and innovation by promoting, supporting, and modeling creative and innovative thinking and inventiveness; and #2: Design and develop digital age learning experiences by developing technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
Integration
As an English Teacher I will be required to teach English language and literature. The use and incorporation of graphic elements in my instruction, as well as facilitation of activities that allow students to engage in the same process, will be essential to meeting the needs of my students. Provision of redirectional activities and avenues for creative expression may also contribute to the effectiveness of this process. The quality of my classroom facilitation and inherent presentations may be improved by the systematic collection, development, archiving, and retrieving of electronic resources including graphic representations.
Wednesday, June 17, 2009
EDUC 6305: Self Portrait
Today's assignment represented another exercise related to the use of internet-based graphic applications. More specifically, we were instructed to create self portraits in visual likeness to the artistic style of Pablo Picasso; by use of the interactive tools located at Mr. Picassohead.com. The website provides several images, representative of various facial elements, which can be accessed and utilized by dragging each from the toolbar to the 'canvas.' From this point, the various elements can be individually manipulated to manage size, color, rotation, and orientation.
After playing around with the tools for a while, I was able to produce the image on the left. My self-portrait might also be accessed at the site gallery by clicking here.
All said, the assignment was rather enjoyable, and the only difficult aspects involved engaging my creative ability (or lack thereof) to use the elements provided in a remotely artistic fashion, and actually saving a copy of the graphic once it was completed (since it was created in a flash program, the 'Print Screen' utility had to be used to save and manipulate a copy).
TPACK
The application itself, has enormous potential within educational settings, both academically and on a more personal level. Within a classroom context (CK), I believe that Mr. Picassohead could be effectively utilized to illustrate various literary characters, events, and processes, which might then be used in a collective or collaborative fashion toward creating project-based assignments; such as book reports or illustrated texts. Also, as mentioned before, the process of creating graphics with this application necessitates significant use of creativity. This factor serves to make the application fun (P), engaging, and appropriate for student-centered activities; as well as a possible option for 'break activities' and activities related to creative writing. This application might also be used effectively to demonstrate and reinforce the teacher's technological literacy and competence in the content area (T).
Relation to standards
As stated before, the process of developing online graphics and diagrams relates to several ISTE NETS standards, primarily #1 Facilitate and inspire student creativity and innovation by promoting, supporting, and modeling creative and innovative thinking and inventiveness; #2: Design and develop digital age learning experiences by developing technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress; #3: Model Digital-Age Work and Learning by facilitating effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support learning; and #4: Promote and Model Digital Citizenship and Responsibility by promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information.
Integration
As an English Teacher I will be required to teach English language and literature. The use and incorporation of graphic elements in my instruction, as well as facilitation of activities which allow students to engage in the same process, will be essential to meeting the needs of my students. The quality of my classroom facilitation and inherent presentations may be improved by the systematic collection, development, archiving, and retrieving of electronic resources including graphic representations.
After playing around with the tools for a while, I was able to produce the image on the left. My self-portrait might also be accessed at the site gallery by clicking here.All said, the assignment was rather enjoyable, and the only difficult aspects involved engaging my creative ability (or lack thereof) to use the elements provided in a remotely artistic fashion, and actually saving a copy of the graphic once it was completed (since it was created in a flash program, the 'Print Screen' utility had to be used to save and manipulate a copy).
TPACK
The application itself, has enormous potential within educational settings, both academically and on a more personal level. Within a classroom context (CK), I believe that Mr. Picassohead could be effectively utilized to illustrate various literary characters, events, and processes, which might then be used in a collective or collaborative fashion toward creating project-based assignments; such as book reports or illustrated texts. Also, as mentioned before, the process of creating graphics with this application necessitates significant use of creativity. This factor serves to make the application fun (P), engaging, and appropriate for student-centered activities; as well as a possible option for 'break activities' and activities related to creative writing. This application might also be used effectively to demonstrate and reinforce the teacher's technological literacy and competence in the content area (T).
Relation to standards
As stated before, the process of developing online graphics and diagrams relates to several ISTE NETS standards, primarily #1 Facilitate and inspire student creativity and innovation by promoting, supporting, and modeling creative and innovative thinking and inventiveness; #2: Design and develop digital age learning experiences by developing technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress; #3: Model Digital-Age Work and Learning by facilitating effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support learning; and #4: Promote and Model Digital Citizenship and Responsibility by promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information.
Integration
As an English Teacher I will be required to teach English language and literature. The use and incorporation of graphic elements in my instruction, as well as facilitation of activities which allow students to engage in the same process, will be essential to meeting the needs of my students. The quality of my classroom facilitation and inherent presentations may be improved by the systematic collection, development, archiving, and retrieving of electronic resources including graphic representations.
Tuesday, June 16, 2009
EDUC 6305: Photoshop Express
Today's assignment built upon the content of yesterday's, focusing on the manipulation of photographs, post production. For this process, we were instructed create an account at and make use of Photoshop Express. After completing this process, I uploaded an image of my brothers and myself a from a little over ten years ago, and played with the graphic using tools available at the sight.
It was a fun experience and it'll be interesting to see how my brothers react, but I did feel a little constrained by the limited editing options represented within this application. While there are several options for editing the format of a picture (such as cropping, tinting, filtering, warping, and marginal cloning), the choices available for adding to the picture are confined to a handful of pre-loaded images, which can only be manipulated to a small extent. Adding components involving elements such as new images or freehand drawing is not an option within the program (at least not one that I could find). -Though to be sure, the use of other programs, such as MS Paint, in conjunction, might allow for some additional creative avenues and maneuverability.
The largest benefit of this program is that it's free. It therefore lends itself well to classroom use because students and teachers have equal access, unrelated to financial costs. There are several practical, creative, and social, uses for such an application within the classroom. In addition to lending itself well toward projects involving graphic elements such as fliers, posters, illustrations, and illuminated texts (as mentioned in previous posts), or photo sharing, this application might also be used (to an extent) to edit graphic elements of educational activities. Also, like Picasa, Photshop Express allows users to warehouse pictures online (up to 2G, for free), which can later be used for additional purposes, without necessitating access to portable storage devices (like flash drives).
To access my Photoshop Gallery, click here.
TPACK
In using this, and like processes, for classroom instruction, teachers might more readily demonstrate technological competence in teaching within their content areas (TPCK). As in the previous assignment, this application and activity can easily be modified to provide an avenue for teachers to model technological skills and methods, and promote modern technological responsibility related to privacy and appropriateness aspects inherent to publicizing material online.
Teaching English requires the integration of current, historic, and developing linguistic and literary materials, events, topics, and movements into the class. The cited content theme of Graphic Representation (CK), while not immediately relevant to the English curriculum or content field, can be established and maintained in my lectures, presentations, and student activities (P), in order to pursue cross-curricular instructional avenues and engage multiple learning domains. Online organization and accessibility of my visual tools (T), and those of my students, can greatly assist me in creating and using instructional methods/materials.
Relation to standards
The process of developing online graphics and diagrams relates to several ISTE NETS standards, primarily #1 Facilitate and inspire student creativity and innovation by promote, support, and model creative and innovative thinking and inventiveness; #2: Design and develop digital age learning experiences by develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress; #3: Model Digital-Age Work and Learning by modeling and facilitating effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning; and #4: Promote and Model Digital Citizenship and Responsibility by promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information.
Integration
As an English Teacher I will be required to teach English language and literature. The use and incorporation of graphic elements in my instruction will be essential to meeting the needs of my students. The quality of my classroom facilitation and inherent presentations may be improved by the systematic collection, development, archiving, and retrieving of electronic resources including graphic representations.
Before:
After:
It was a fun experience and it'll be interesting to see how my brothers react, but I did feel a little constrained by the limited editing options represented within this application. While there are several options for editing the format of a picture (such as cropping, tinting, filtering, warping, and marginal cloning), the choices available for adding to the picture are confined to a handful of pre-loaded images, which can only be manipulated to a small extent. Adding components involving elements such as new images or freehand drawing is not an option within the program (at least not one that I could find). -Though to be sure, the use of other programs, such as MS Paint, in conjunction, might allow for some additional creative avenues and maneuverability.
The largest benefit of this program is that it's free. It therefore lends itself well to classroom use because students and teachers have equal access, unrelated to financial costs. There are several practical, creative, and social, uses for such an application within the classroom. In addition to lending itself well toward projects involving graphic elements such as fliers, posters, illustrations, and illuminated texts (as mentioned in previous posts), or photo sharing, this application might also be used (to an extent) to edit graphic elements of educational activities. Also, like Picasa, Photshop Express allows users to warehouse pictures online (up to 2G, for free), which can later be used for additional purposes, without necessitating access to portable storage devices (like flash drives).
To access my Photoshop Gallery, click here.
TPACK
In using this, and like processes, for classroom instruction, teachers might more readily demonstrate technological competence in teaching within their content areas (TPCK). As in the previous assignment, this application and activity can easily be modified to provide an avenue for teachers to model technological skills and methods, and promote modern technological responsibility related to privacy and appropriateness aspects inherent to publicizing material online.
Teaching English requires the integration of current, historic, and developing linguistic and literary materials, events, topics, and movements into the class. The cited content theme of Graphic Representation (CK), while not immediately relevant to the English curriculum or content field, can be established and maintained in my lectures, presentations, and student activities (P), in order to pursue cross-curricular instructional avenues and engage multiple learning domains. Online organization and accessibility of my visual tools (T), and those of my students, can greatly assist me in creating and using instructional methods/materials.
Relation to standards
The process of developing online graphics and diagrams relates to several ISTE NETS standards, primarily #1 Facilitate and inspire student creativity and innovation by promote, support, and model creative and innovative thinking and inventiveness; #2: Design and develop digital age learning experiences by develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress; #3: Model Digital-Age Work and Learning by modeling and facilitating effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning; and #4: Promote and Model Digital Citizenship and Responsibility by promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information.
Integration
As an English Teacher I will be required to teach English language and literature. The use and incorporation of graphic elements in my instruction will be essential to meeting the needs of my students. The quality of my classroom facilitation and inherent presentations may be improved by the systematic collection, development, archiving, and retrieving of electronic resources including graphic representations.
Monday, June 15, 2009
EDUC 6305: Web Album
Today's assignment involved creating a photo album with use of a free internet application. I chose to use Picasa Web Albums primarily because of its compatibility with Google applications. It was a fairly simple process to create an account, and after doing so I was able to upload some random pictures, taken over the last few years, add some captions, geo-map them, and link the finished production to a slide show gadget, which can be viewed in the left-hand column. It was a fun activity that brought back more than a few memories.
Among other things, adding the slide show as a blog element adds a 'human' component to what might otherwise be extremely dry reading. Aside from the current application however, there are several alternate instructional uses, which might be suitable. Project-based pictures could be taken, published, and presented by similar methods, and other uses might involve taking photo evidence of student assignments toward incorporation into individual end-of-year portfolios for evaluation purposes. Students might additionally store images in Picasa, and like programs, for future editing and use in assignments involving cover pages, posters, illuminated texts, or similar graphically-oriented projects. In addition to content-based technological applications (TPCK), making use of this process and component applications for classroom instruction readily lends itself to meeting the first four ISTE National Educational Technology Standards (NETS). More specifically, using web-based photo applications in class can both facilitate and inspire student learning and creativity because photos offer a personal approach to learning, can be used for digital-age assessment as previously mentioned, provides an avenue for teachers to model technological skills and methods, and promotes responsibility inherently because privacy and appropriateness are extremely significant aspects of publicizing material online.
To access my album click here, or view and click on the slide show gadget located in the left-hand column.
Among other things, adding the slide show as a blog element adds a 'human' component to what might otherwise be extremely dry reading. Aside from the current application however, there are several alternate instructional uses, which might be suitable. Project-based pictures could be taken, published, and presented by similar methods, and other uses might involve taking photo evidence of student assignments toward incorporation into individual end-of-year portfolios for evaluation purposes. Students might additionally store images in Picasa, and like programs, for future editing and use in assignments involving cover pages, posters, illuminated texts, or similar graphically-oriented projects. In addition to content-based technological applications (TPCK), making use of this process and component applications for classroom instruction readily lends itself to meeting the first four ISTE National Educational Technology Standards (NETS). More specifically, using web-based photo applications in class can both facilitate and inspire student learning and creativity because photos offer a personal approach to learning, can be used for digital-age assessment as previously mentioned, provides an avenue for teachers to model technological skills and methods, and promotes responsibility inherently because privacy and appropriateness are extremely significant aspects of publicizing material online.
To access my album click here, or view and click on the slide show gadget located in the left-hand column.
Friday, June 12, 2009
EDUC 6305: Online Graphics
We were then asked to make comparative charts relating this information, by accessing the graphing tools at Kids' Zone.
Click here to see a document presenting the information within the first chart from the perspective of the head of the statewide reading initiative, and the second from the perspective of a concerned parent, going before the state legislature to respectively increase and question the use of funds for the statewide reading initiatives.
From this activity, I've become rather concerned myself with regard to the reading standards and initiatives within West Virginia, and nationally. The scores are not good, and while national scores at least appear to be improving marginally, West Virginia average scores have declined and plateaued.
The tools used within this activity could easily be adapted for classroom use, particularly for use in presentation-oriented projects. Additionally, these tools might be used effectively for cross-curricular activities, particularly in the fields of math, business, English, science, and history.
Monday, June 8, 2009
EDUC 6305: Crappy Graphics
I've just completed working on a Venn diagram, designed to represent some of the interrelated types of imagery present in literature. The diagram shows that personification, simile, and metaphor represent different forms of this literary device.
I made this graphic at CrappyGraphs.com by inputting the data I wanted, submitting it, and saving the resulting image. Use of this method allows teachers to create easily reproduced technological graphic representations, illustrating the relationships between key content topics. The tools can be used for a wide range of activities, and lend themselves well to presentation, assessment, and instructional purposes. Similar processes might be used to engender student-lead projects and the technological process and products relate to TPCK standards, but it should be noted that the content at CrappyGraphs.com ranges from informative, to inappropriate, and in some cases offensive. To see my finished product click here.
TPACK
Teaching English requires the integration of current, historic, and developing linguistic and literary events, topics, and movements into the class. The cited content theme of Literary Devices (CK) can be established and maintained in my lectures, presentations, and our research activities (P). Online organization and accessibility of my visual tools (T) can greatly assist me in creating and using instructional materials.
Relation to standards
The process of developing online graphics and diagrams relates to several ISTE NETS standards, primarily #1 Facilitate and inspire student creativity and innovation by promoting, supporting, and modeling creative and innovative thinking and inventiveness; #2: Design and develop digital age learning experiences by using contemporary tools, methods, and presentation factors; and #3: Model Digital-Age Work and Learning by communicating relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
Integration
As an English Teacher I will be required to teach English language and literature. The quality of my classroom facilitation and inherent presentations may be improved by the systematic collection, development, archiving, and retrieving of electronic resources including images.
I made this graphic at CrappyGraphs.com by inputting the data I wanted, submitting it, and saving the resulting image. Use of this method allows teachers to create easily reproduced technological graphic representations, illustrating the relationships between key content topics. The tools can be used for a wide range of activities, and lend themselves well to presentation, assessment, and instructional purposes. Similar processes might be used to engender student-lead projects and the technological process and products relate to TPCK standards, but it should be noted that the content at CrappyGraphs.com ranges from informative, to inappropriate, and in some cases offensive. To see my finished product click here.TPACK
Teaching English requires the integration of current, historic, and developing linguistic and literary events, topics, and movements into the class. The cited content theme of Literary Devices (CK) can be established and maintained in my lectures, presentations, and our research activities (P). Online organization and accessibility of my visual tools (T) can greatly assist me in creating and using instructional materials.
Relation to standards
The process of developing online graphics and diagrams relates to several ISTE NETS standards, primarily #1 Facilitate and inspire student creativity and innovation by promoting, supporting, and modeling creative and innovative thinking and inventiveness; #2: Design and develop digital age learning experiences by using contemporary tools, methods, and presentation factors; and #3: Model Digital-Age Work and Learning by communicating relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
Integration
As an English Teacher I will be required to teach English language and literature. The quality of my classroom facilitation and inherent presentations may be improved by the systematic collection, development, archiving, and retrieving of electronic resources including images.
Friday, June 5, 2009
EDUC-6305: Image Capture
Today’s assignment was somewhat related to yesterday’s, but whereas the previous assignment was to be made from scratch, this one required the use of the screen capture utility and editing via Paint. I’ve recently become aware of the use and creation of ‘illuminated texts’ within the classroom and thought I might create a product which could be used to introduce one. 
2) After that, I used the text box function in Paint to write the author’s name below the title.
Size: 54693 bytes
Dimensions: 385 x 569 pixels
In addition to incorporating these types of images as previously described, in the conduct of classroom activities to improve student learning, similar processes might also be used to create posters reflective of reading assignments, serve as cover pages for or illustrations within reports and papers, or simply be used as fun, creative avenues for activities involving creative student reflection. The application of this method easily lends itself to manipulation toward meeting specific content areas and the technological aspect enable teachers to meet Grossman's four TPCK standards.
To see my finished product, click here.
These highly creative representations are typically crafted by teachers and students to ‘illustrate’ various aspects of literary works, using programs such as MS PowerPoint, Flash, and Windows Movie Maker. If anyone is interested in a closer look, I highly recommend visiting a AWaytoTeach.net (a link to which can be found on the left-hand panel under ‘Links to Greatness…). This is a fantastic free site and a great resource for English Teachers, or anyone else with interest in literature. The only rub is that visitors must demonstrate willingness to be part of the site’s community (via two or three discussion response posts) before gaining access to materials such as lesson plans and illuminated texts. There is much to be gained from the process.
–One of my goals during the course of this class is to become better acquainted with these programs and the use of specific functions within them, so that I 
might more readily facilitate lessons using illuminated texts. I chose to create an introductory page for John Gardner’s Grendel, which is commonly used in High School English classes. In this process, I found a graphic representation of Grendel by searching the images domain at Google.com. I captured the image with the Print Screen function and opened it in Paint; then the editing began. After cropping the graphic, I decided to give it some color using the paintbrush, pencil, color fill, airbrush, and eyedropper tools. Since this is meant to represent an introductory graphic to a presentation, I decided to make the image proportions reflective of a book and found a suitable background with another Google Image search. Then I superimposed the first graphic on the second and looked for appropriate fonts, given the story’s context. I used two different strategies for this process:
might more readily facilitate lessons using illuminated texts. I chose to create an introductory page for John Gardner’s Grendel, which is commonly used in High School English classes. In this process, I found a graphic representation of Grendel by searching the images domain at Google.com. I captured the image with the Print Screen function and opened it in Paint; then the editing began. After cropping the graphic, I decided to give it some color using the paintbrush, pencil, color fill, airbrush, and eyedropper tools. Since this is meant to represent an introductory graphic to a presentation, I decided to make the image proportions reflective of a book and found a suitable background with another Google Image search. Then I superimposed the first graphic on the second and looked for appropriate fonts, given the story’s context. I used two different strategies for this process: 1) I found alphabet clip art on-line with a ‘bloody’ theme, and then cut, pasted, and manipulated the graphics in MS Publisher until I re-created a visual of the book’s title. At this point, I merged the individual graphics; saved the result as a PNG file, opened that file in Paint, and superimposed the 'title' image on my work-in-progress.
2) After that, I used the text box function in Paint to write the author’s name below the title.
Ultimately, I saved my graphic as a JPEG, so that it can be easily opened and reproduced. The image specifications are as follows:
Size: 54693 bytes
Dimensions: 385 x 569 pixels
In addition to incorporating these types of images as previously described, in the conduct of classroom activities to improve student learning, similar processes might also be used to create posters reflective of reading assignments, serve as cover pages for or illustrations within reports and papers, or simply be used as fun, creative avenues for activities involving creative student reflection. The application of this method easily lends itself to manipulation toward meeting specific content areas and the technological aspect enable teachers to meet Grossman's four TPCK standards.
To see my finished product, click here.
Thursday, June 4, 2009
EDUC-6305: Desktop Graphic
Freytag’s Pyramid, the literary concept that action rises out of conflict to a climactic point and subsequently falls toward resolution, can be fairly easily represented in the form an angled line, designed to reflect a story’s plot. This by itself is a fairly simple process, and can easily be sketched on a blackboard or overhead, which is why I decided to add content blocks around the graphic to make it a reproducible worksheet. For this process, I used Microsoft Publisher (but I’m sure it could just as easily be made with PowerPoint, Word, Paint, corresponding Open Office applications, and any other program with basic graphic utilities). In constructing the graphic, I primarily used the ‘AutoShapes,’ ‘Textbox,’ ‘Line,’ and ‘Format’ utilities. I considered playing with line and fill colors as well, but ultimately decided that colors might detract from the graphic’s comprehensibility. I did alter the line color around “Conflict” however, to emphasize its presence and break the otherwise monochrome monotony.
After completing the worksheet, I saved it as a JPEG document so that it could be easily opened in basic Windows applications such as Paint and Widows Picture and Fax Viewer. The graphic can additionally be accessed via Internet Explorer, Mozilla FireFox or by using the link at the end of this post. Additional image specifications are as follows:
Image Dimensions: 1650px × 1275px
Size of File: 141.67 KB
In creating this graphic, I’ve realized that there are a multitude of academic applications for computer-based image creation and sharing. This worksheet represents a diagram activity that can be easily reproduced for classroom use. Other examples might include visual adaptations of student responses and simple graphics to illustrate academic processes or connections. The technological component addresses TPCK within the classroom, while the process and artifact itself engage NETS ISTE standards 2 and 3: "Design and Develop Digital-Age Learning Experiences and Assessments" and "Model Digital-Age Work and Learning" respectively. Specific content areas, which might be addressed include student comprehension of writing and literary methods, brainstorming, note taking, and any other standard, which might readily lend itself to classification and charting.
After saving the file to my own computer, I uploaded and published it to Google Documents via the same process used for our Resume Assignment –Though I did have to resize the graphic so it would fit on one page if printed. To view my finished product, click here.
Tuesday, June 2, 2009
EDUC 6305: Learning with Technology Response
Today's assignment required that we respond to the following:
"Your undergraduate program represented the 'teacher is a decade behind the students' model of technology adoption. Many of you have previously provided examples of how you would use technology to teach and/or represent a topic in your subject. Today's question is 'How do you plan to integrate technology into the learning of your content in order to break the cycle of teacher being behind the students with regard to technology use?'"
Internet-based discusssions such as these lend themselves to a variety of academic purposes and might effectively be used for pairing the development of specific content knowledge domains(CK) with pedigogical knowledge (PCK), and technological components (TPCK). Doing so in the secondary level English language arts classroom demonstrates comprehensive awarness of Grossman's four central TPCK compents:
- an overarching conception of what it means to teach a particular subject integrating technology in the learning;
- knowledge of instructional strategies and representations for teaching particular topics with technology;
- knowledge of students’ understandings, thinking, and learning with technology in a particular subject;
- knowledge of curriculum and curriculum materials that integrate technology with learning in the subject area.
(p. 8, ¶4. TPCK)
In the process of using this approach, the first four ISTE NETS guidelines might also be met. Specific content-based standards, which might be addressed, or better facilitated and evaluated, by use of this method and like activities include:
- Examination of the social, historical, cultural and biographical influences on literary and informational texts.
- Recognition of literary styles according to genre.
- Increased independent reading with emphasis on fiction and nonfiction, as evidenced by individual reflective posts
- Development and use of various pre-reading skills and comprehension strategies for activating prior knowledge or generating questions during reading and post reading, literary experience, information and/or performing a task.
- Location and analysis of the author’s use of specific information in text (e.g., author’s purpose/perspective, main and supporting details, specific facts, statistics, definition).
- Formulation of supportable predictions, generalizations, opinions, inferences and conclusions based upon text.
- Explaination of the literary devices used to construct meaning and define the author’s/reader’s purpose
- Recognition of the relationships of the literary elements (e.g., setting, plot, narrative perspective, point of view, theme, conflict, characterization, voice, tone, structures) within specific genres.
- Recognition and examination of organizational patterns (e.g. problem-solution, cause-and-effect, textual features including table of contents, headings, sidebars, marginal notes, graphical representations such as tables, timelines, captions, maps, photographs) and ideas in informational and literary texts.
- Formulation of working research question and identification, organization, and consideration with regard to the relevance of known information from print and electronic media (e.g., Internet research, electronic databases for magazines and newspaper articles) to guide further research.
- Formulation and delivery of grammatically correct messages, taking into consideration the purpose of the message and the speaker’s and the listener’s culture, knowledge, beliefs, feelings, and life experiences.
Relevant content domains, which might be addresses as such, are not limited however to these examples. In fact, the braod nature of internet-based discussions allows for adjustment to address multiple learning domains.
Monday, June 1, 2009
EDUC 6305: TPACK Questions
Christopher Urban
EDUC-6305
Pierce
The following questions, to which I've responded, come from an article entitled "Knowledge for Teaching in the Twenty-first Century." To view the assignment specifications and access the article click here.
1. What are the major themes or ideas in your content discipline?
My content area covers English language arts, ages 5 through adult. Put simply, my discipline is constructed upon the practice of aiding students in the acquisition and development of critical thought and expression reflective of several major themes, which traditionally include reading, writing, and speaking. Current State Content Standards also include listening and media literacy domains. While each learning domain can be categorized and measured independently however, an effective ‘whole language’ approach to teaching English requires that each of these themes is recognized and presented as being interdependent. Classroom reading content often focuses on component reading skills such as vocabulary, passage comprehension, and device recognition. Likewise, writing content often deals with dissemination of skills such as comprehension of and ability to create items reflective of sound sentence structure, logical paragraph development, and reasonable use of transitions; inclusive of appropriate grammar and punctuation. Listening and speaking are intrinsic to student development of reading and writing skills, while media literacy content focuses on meeting 21st century component skills, which enable students to unlock the merits of English language arts through technology and equip them with the tools they’ll need to operate as contributing citizens in today’s information-rich society.
2. Does your content discipline rely on specific processes for developing the key themes or ideas?
There are several formal and informal measures used to teach English language arts. Generally speaking however, acquisition of content knowledge is a progressive process building upon broad foundations and incorporating increasing detail as scaffolding continues. A more specific example might relate to use of Hemingway's ‘Iceberg Principle’ toward eliciting student comprehension of metaphor and suggested meanings. Likewise brainstorming, outlining, and drafting might represent an appropriate process for teaching written composition methodology. Individual learning style should also be accounted for in developmental teaching processes, as related exercises designed specifically to meet the needs of visual, auditory, and kinesthetic learners, additionally aid in achievement of positive learning outcomes. The use of technology in the classroom serves as an another thematic process within the context of teaching English language arts, as it provides teachers additional tools for communicating information, and students with additional opportunities and means to receive information and communicate back; simultaneously aiding in the acquisition and development of technological skills, which are becoming increasing vital to American society.
3. How much of what you know is dependent on the way you learned your subject (s)?
Much, if not all, of what I know about my subject area is directly related to and dependent upon the ways in which I learned content related to my subject. It should be noted however, that my learning can not be attributed to a single academic method. I remember the endless drills and repetition which characterized my grade school years and I remember how much I dreaded them. I also remember the feeling of empowerment related to discussing engaging aspects of literature in high school as well as an Anatomy/Physiology teacher making endless fun of me for doing better without notes than with them (I’m an auditory learner and had trouble learning to focus on what was being said, while hampered by the expectation of taking notes during lectures). Then there was also a great deal of disappointment in college as I learned that doing well in a class often had significantly more to do with presenting information and thought processes a professor was interested in and less with presenting my own immediate ideas or thought processes. Ultimately however, good strategies and bad, the various ways in which I’ve been taught my subject area through the years have collectively worked to make me a better learner of my subject area. While I do not plan to rely heavily on methods or strategies, which did not help my own learning process, I am well aware that those same means might effectively help others. I plan to individualize instruction as much as I can, by meeting the learning styles and engaging the interest areas of my students. The role of technology is essential in this process as it provides both a means by which to engage and accommodate students and a medium with which to elicit multiple forms of student response.
4. Do you think in terms of your content by the chapters in a textbook or do you think in terms of your content as an integrated whole?
I think of my content as an integrated whole. As stated in the first response, English language arts can be broken into component parts, but these parts are still interdependent components of a whole. A textbook can present a method of progression from one subtopic to the next, and might be effectively applied to the content area as such, but a difficulty arises in the fact that most components of literature, composition, and speech -or listening and media literacy by extension- do not, or cannot realistically exist in isolation of other components. For example, a student might be directed to identify the use of imagery within a specific passage, but the significant presence of grammar is as likely to be there and be noticed, as are a multitude of other devices and structures. Likewise, a student might be instructed to read or write a paragraph with specific attention paid to characterization, but how might he or she do so without also considering other components, like setting or plot? The application of technology likewise cannot be deconstructed reasonably in this process. For example, while a student might use MS Word to write a paper, that paper is not just a representation of the student’s ability to use an application, but rather an integrated effort consisting of several learning domains to create a single product. English can be broken into parts, but I believe it is more effectively taught and learned holistically.
5. Does your knowledge of this discipline represent an integration of the concepts and processes that connect them?
I think that any person’s knowledge of any discipline represents an integration of the concepts and processes that connect them, or at least of the concepts and processes perceived by that person to connect them. Effective teachers should be knowledgeable about their subject discipline, and be knowledgeable significantly beyond the level of the content disseminated by them. This by itself is not enough however, teachers must take a step further and incorporate strategies related to content pedagogy; teaching is not merely about the subject, but about the art of teaching that subject as well. In using technology to teach content, a teacher should be comfortable and well versed in the use of that technology. Ultimately the teacher's content knowledge, paired with his or her pedagogical skills and methods collectively affirm or impede the teacher's effectiveness.
EDUC-6305
Pierce
The following questions, to which I've responded, come from an article entitled "Knowledge for Teaching in the Twenty-first Century." To view the assignment specifications and access the article click here.
1. What are the major themes or ideas in your content discipline?
My content area covers English language arts, ages 5 through adult. Put simply, my discipline is constructed upon the practice of aiding students in the acquisition and development of critical thought and expression reflective of several major themes, which traditionally include reading, writing, and speaking. Current State Content Standards also include listening and media literacy domains. While each learning domain can be categorized and measured independently however, an effective ‘whole language’ approach to teaching English requires that each of these themes is recognized and presented as being interdependent. Classroom reading content often focuses on component reading skills such as vocabulary, passage comprehension, and device recognition. Likewise, writing content often deals with dissemination of skills such as comprehension of and ability to create items reflective of sound sentence structure, logical paragraph development, and reasonable use of transitions; inclusive of appropriate grammar and punctuation. Listening and speaking are intrinsic to student development of reading and writing skills, while media literacy content focuses on meeting 21st century component skills, which enable students to unlock the merits of English language arts through technology and equip them with the tools they’ll need to operate as contributing citizens in today’s information-rich society.
2. Does your content discipline rely on specific processes for developing the key themes or ideas?
There are several formal and informal measures used to teach English language arts. Generally speaking however, acquisition of content knowledge is a progressive process building upon broad foundations and incorporating increasing detail as scaffolding continues. A more specific example might relate to use of Hemingway's ‘Iceberg Principle’ toward eliciting student comprehension of metaphor and suggested meanings. Likewise brainstorming, outlining, and drafting might represent an appropriate process for teaching written composition methodology. Individual learning style should also be accounted for in developmental teaching processes, as related exercises designed specifically to meet the needs of visual, auditory, and kinesthetic learners, additionally aid in achievement of positive learning outcomes. The use of technology in the classroom serves as an another thematic process within the context of teaching English language arts, as it provides teachers additional tools for communicating information, and students with additional opportunities and means to receive information and communicate back; simultaneously aiding in the acquisition and development of technological skills, which are becoming increasing vital to American society.
3. How much of what you know is dependent on the way you learned your subject (s)?
Much, if not all, of what I know about my subject area is directly related to and dependent upon the ways in which I learned content related to my subject. It should be noted however, that my learning can not be attributed to a single academic method. I remember the endless drills and repetition which characterized my grade school years and I remember how much I dreaded them. I also remember the feeling of empowerment related to discussing engaging aspects of literature in high school as well as an Anatomy/Physiology teacher making endless fun of me for doing better without notes than with them (I’m an auditory learner and had trouble learning to focus on what was being said, while hampered by the expectation of taking notes during lectures). Then there was also a great deal of disappointment in college as I learned that doing well in a class often had significantly more to do with presenting information and thought processes a professor was interested in and less with presenting my own immediate ideas or thought processes. Ultimately however, good strategies and bad, the various ways in which I’ve been taught my subject area through the years have collectively worked to make me a better learner of my subject area. While I do not plan to rely heavily on methods or strategies, which did not help my own learning process, I am well aware that those same means might effectively help others. I plan to individualize instruction as much as I can, by meeting the learning styles and engaging the interest areas of my students. The role of technology is essential in this process as it provides both a means by which to engage and accommodate students and a medium with which to elicit multiple forms of student response.
4. Do you think in terms of your content by the chapters in a textbook or do you think in terms of your content as an integrated whole?
I think of my content as an integrated whole. As stated in the first response, English language arts can be broken into component parts, but these parts are still interdependent components of a whole. A textbook can present a method of progression from one subtopic to the next, and might be effectively applied to the content area as such, but a difficulty arises in the fact that most components of literature, composition, and speech -or listening and media literacy by extension- do not, or cannot realistically exist in isolation of other components. For example, a student might be directed to identify the use of imagery within a specific passage, but the significant presence of grammar is as likely to be there and be noticed, as are a multitude of other devices and structures. Likewise, a student might be instructed to read or write a paragraph with specific attention paid to characterization, but how might he or she do so without also considering other components, like setting or plot? The application of technology likewise cannot be deconstructed reasonably in this process. For example, while a student might use MS Word to write a paper, that paper is not just a representation of the student’s ability to use an application, but rather an integrated effort consisting of several learning domains to create a single product. English can be broken into parts, but I believe it is more effectively taught and learned holistically.
5. Does your knowledge of this discipline represent an integration of the concepts and processes that connect them?
I think that any person’s knowledge of any discipline represents an integration of the concepts and processes that connect them, or at least of the concepts and processes perceived by that person to connect them. Effective teachers should be knowledgeable about their subject discipline, and be knowledgeable significantly beyond the level of the content disseminated by them. This by itself is not enough however, teachers must take a step further and incorporate strategies related to content pedagogy; teaching is not merely about the subject, but about the art of teaching that subject as well. In using technology to teach content, a teacher should be comfortable and well versed in the use of that technology. Ultimately the teacher's content knowledge, paired with his or her pedagogical skills and methods collectively affirm or impede the teacher's effectiveness.
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