532: technology in the arts & humanities classroom
![Picture](/uploads/1/4/7/1/1471970/3340088.jpg?250)
Adding to the collage:
In the past I remember thinking of technology in terms of the hardware that I saw and had to have. A wireless keyboard and mouse, document camera, LCD projector etc. the list seemed to always grow. These devices would enhance my delivery in some fashion and once I got my hands on a specific piece I would think back to how archaic my previous practice had been. Unfortunately, I have now become so dependent on these devices that whenever one is temporarily unavailable I cringe at the thought of writing on a board or delivering a short lesson without multi-media aids. But I suppose that is a sign of the times.
Now I view technology to include the tools, applications and software that enables the user to personalize, link, store, view, review, connect etc. items of importance and interest. With this emerging view of technology I hope to highlight for my students the potential of cloud based technologies to have their lives at their fingertips. The days of ‘forgetting information at home’, or ‘losing it’ or even ‘not being able to progress because someone else has it and they are not here’ are gone by the wayside. This course introduced me to new ways of utilizing technology to support and achieve my goals.
In the past I remember thinking of technology in terms of the hardware that I saw and had to have. A wireless keyboard and mouse, document camera, LCD projector etc. the list seemed to always grow. These devices would enhance my delivery in some fashion and once I got my hands on a specific piece I would think back to how archaic my previous practice had been. Unfortunately, I have now become so dependent on these devices that whenever one is temporarily unavailable I cringe at the thought of writing on a board or delivering a short lesson without multi-media aids. But I suppose that is a sign of the times.
Now I view technology to include the tools, applications and software that enables the user to personalize, link, store, view, review, connect etc. items of importance and interest. With this emerging view of technology I hope to highlight for my students the potential of cloud based technologies to have their lives at their fingertips. The days of ‘forgetting information at home’, or ‘losing it’ or even ‘not being able to progress because someone else has it and they are not here’ are gone by the wayside. This course introduced me to new ways of utilizing technology to support and achieve my goals.
A brief snapshot of 532:
This course is geared towards teachers in humanities curriculum areas and focuses on how technology can enhance and inspire, both students and teachers, within these subjects. A look at the development of numerous technologies and their impacts on the Arts as well as social and cultural implications informs the direction of ETEC 532. Having participated in this course, I am now better able to recognize the assumptions behind and ramifications for including or excluding technology within my any of my humanities classes.
This course is geared towards teachers in humanities curriculum areas and focuses on how technology can enhance and inspire, both students and teachers, within these subjects. A look at the development of numerous technologies and their impacts on the Arts as well as social and cultural implications informs the direction of ETEC 532. Having participated in this course, I am now better able to recognize the assumptions behind and ramifications for including or excluding technology within my any of my humanities classes.
an interdisciplinary approach to the humanities classroom
Introductory thoughts:
Humanities classrooms offer a veritable tabula rasa when it comes to interdisciplinary teaching and learning. Much like the emerging research that suggests creating and communicating through different media requires mastery, so too does interdisciplinary education in any field of study. Challenges sometimes emerge because education has unfortunately fostered a belief that subject matter knowledge is not interdisciplinary. Students will learn Science in one room or at one time and we make a distinct break or transition when moving to a different subject. Would it not make sense to learn how everything is interconnected:
· Muscles of the body discussed in Biology or Anatomy,
· Demonstrated in PE,
· Reflected upon and critically analysed in Humanities, and
· Modelled in 3D using software in Technology Education.
Led by Jody M, a team comprised of Ashley B, Kate R and I took a look at the challenges and opportunities that lie within interdisciplinary approaches. First we conducted a review of current literature to get a sense of the realities that exist when teaching in this manner.
Your browser does not support viewing this document. Click here to download the document.
Following our research, we created a wiki resource for fellow teachers to share our findings regarding how an interdisciplinary approach could, and does, work in a Humanities setting.
Closing reflections:
While an approach like this goes beyond Humanities alone, it highlights the need for a great deal of coordination between teachers and students. However, interdisciplinary approaches promise to make education more relevant as facts become the tools needed to achieve something real. The learning that occurs in such project/problem based and collaborative learning is not only constructivist, but student centered also. Through this process students use their analytical and observational skills to understand and link the concepts they are exposed to, in authentic and relevant settings.
Take-away ideas: using technology in real ways to advance education
Introductory thoughts: |
Closing reflections: |
Visual Credits:
Bayles, A., Dubé, R., McKinnon, J., & Ropchan, K. (2014). Interdisciplinary Education Wordle. [Website]. Retrieved from http://etec5322014interdisciplinary.wikispaces.com/Home
Dubé, R. (2014). Visual Representation of Educational Technology. [Photograph] Personal Album.
IT Portal. (2014). [Most Popular Social Media Apps]. [Graphic Design]. Retrieved from http://itportal.org/popular-social-media-apps/
Bayles, A., Dubé, R., McKinnon, J., & Ropchan, K. (2014). Interdisciplinary Education Wordle. [Website]. Retrieved from http://etec5322014interdisciplinary.wikispaces.com/Home
Dubé, R. (2014). Visual Representation of Educational Technology. [Photograph] Personal Album.
IT Portal. (2014). [Most Popular Social Media Apps]. [Graphic Design]. Retrieved from http://itportal.org/popular-social-media-apps/