ANNOTATED BIBLIOGRAPHY

Molly Murphy

ANNOTATED BIBLIOGRAPHY

1.

Kampouropoulou, M. (20111). Teaching art using technology: The views of high school students in greece. Review of European Studies, 3(2), 98-109. Retrieved from http://web.ebscohost.com.proxy.mul.missouri.edu/ehost/pdfviewer/pdfviewer?sid=047d894f-9881-45c3-801f-67d92f8edba1@sessionmgr112&vid=3&hid=125

Maria Kampourporlou is a teacher at the University of the Aegean in the department of primary education. This article is a quantitive research which present the results of a survey, which studied the views of 21,040 high school students from all around Greece, regarding the assessment of Information and Communication Technologies (ICT) in the teaching of Art. The results were processed using Multidimensional Statistic Data Analysis, on the axis of dividing the students’ sample in 5 groups, in regard to their positive or negative views on using Technology in Art. The results of this research supports the hypothesis of a positive attitude of students towards using Technology in Art education. This research illuminates my research that students want to use technology in art. This study differs for the other articles because its main focus was technology in art education.

2.

Oppenheimer, T. (2003). The flickering mind : the false promise of technology in the classroom, and how learning can be saved. New York: Random House.

This book reports on the account of the failure of technology to improve our schools and a call for renewed emphasis on what really works. American education faces an unusual moment of crisis. Computer technology has become so prevalent that it is transforming nearly every corner of the academic world, from our efforts to close the gap between rich and poor, to our hopes for school reform, to our basic methods of developing the human imagination. Technology is also recasting the relationships that schools strike with the business community, changing public beliefs about the demands of tomorrow's working world. The author argues that every time we computerize a science class or shut down a music program to pay for new hardware, we lose sight of what our priority should be: "enlightened basics." This book contrasts with the uses of technology in the classroom. It will provide knowledge into the other side of my research topic, using technology in the production of knowledge.  

3.

Pletka, B. (2005). My so-called digital life : 2,000 teenagers, 300 cameras, and 30 days to document their world. Santa Monica: Santa Monica Press.

This book describes the result of a unique project organized by a school administrator. This photo essay project captures the daily lives of a large group of California high school students. All of the students were able to communicate with each other over the Internet, sharing text, audio, photos, and video. Professional photographers, teachers, historians, and community leaders accompanied and advised the students, but the images, thoughts, fears, and hopes are the students alone. This complex project tracks the students as they take on issues of identity, education, alienation, safety, technology, family, work, and friendship. This project differs by showing a result of using technology in an educational study and production of a documentation of student’s life. This relates to my research into technology in a school setting for visual art because students in this project used technology to creatively display self-emotions with the use of a technology aid, a camera.

4.

Roman, H. (2009). Technology education and the arts. Technology Teacher, 69, 12-14. Retrieved from http://web.ebscohost.com.proxy.mul.missouri.edu/ehost/detail?vid=3&hid=125&sid=32c50d84-0066-45d5-a1f6-8372c0364dca@sessionmgr110&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ==

Harry Roman is a retired engineer and author of many new technology education books. He reports on ways to use technology education to bring the arts into the classroom. The article offers a series of activities and suggestions that will help students better appreciate what it takes in technology, creativity, and motivation to bring the visual arts to a viewing public. This article focuses on the production of motion visual production instead of the studio production of art. Roman explains that the use of technology is engaging to students and can be related to the visual arts with the use of graphic design and Walt Disney. This information enlightens on the use of technology and students engagement with wanting to use the technology in the classroom production.

5.

Manuguerra, M. (2011). Promoting student engagement by integrating new technology into tertiary education: The role of the ipad. Asian Social Science, 7(11), 61-65. Retrieved from http://web.ebscohost.com.proxy.mul.missouri.edu/ehost/detail?vid=2&hid=110&sid=72f1eb7e-4e2b-4d8d-9ce5-ee591558d982@sessionmgr110&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ==

Maurizio Manuguerra is an educator in the statistics department at Macquarie University, Austrailia. He looked at teachers in tertiary education need new strategies to communicate with students of the net generation and to shape enticing educational experiences for them.  He stated that the Apple iPad - has the potential to change this situation, offering access to effective and professional teaching in an easy and intuitive way. He looks at prior studies Kinash et al. (2011) described an Australian investigation to evaluate the impact on learning of students’ use of mobile devices such as the iPad; feedback from students was positive and optimistic, even though most students did not believe that their learning had improved. Hall and Smith (2011) described an iPad initiative in a US graduate management program and noted that while learning outcomes were not significantly improved, student convenience and flexibility were enhanced, along with aspects of environmental sustainability. This article is a report on the use of the iPad in teaching activities over the past 15 months, showing how it can be used to enhance engagement with learning for tertiary students, both those studying live on campus and those studying at a distance. Although this article reflects on the impact of higher educational settings I believe that the idea of impacting student learning with the use of the iPad relates to my research in the use of production in my classroom.

6.

Shah, N. (2011). Special education pupils find learning tool in ipad applications. Education Week, 30, 16-17. Retrieved from http://web.ebscohost.com.proxy.mul.missouri.edu/ehost/detail?vid=2&hid=110&sid=31fc506a-55ca-470b-a817-02e8dcac14a6@sessionmgr113&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ==

The author of this article, , reports of the use of iPads for an educational purpose for students with disabilities. It states, “They are tools that pave a fresh path to learning”.  Some advantages of using the tablet computers are their simplicity and the ease with which they can be customized, important for all students, but especially those with special needs. Tablet computers are becoming a popular assistive-learning device in special education programs across the country. This article differs form the other because it tells the point of view of the special education students learning and communication style. This article relates to the use of the iPads in an educational setting as a means of learning style and production of school work.

7.

Vacaville christian schools introduces ipad education program. (2011, April 29). PR Newswire US. Retrieved from http://web.ebscohost.com.proxy.mul.missouri.edu/ehost/detail?vid=3&hid=110&sid=31fc506a-55ca-470b-a817-02e8dcac14a6@sessionmgr113&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ==

This newspaper article printed in the PR Newswire US, describes Vacaville Christian Schools effort educate and prepare today's students to be tomorrow's leaders. Vacaville Christian School created new Leading the Way in iPad Education program to make iPads part of their students' daily lives. They believe that if they use the iPad, “we're giving our students a classroom without walls, it opens up the entire horizon. Teachers will actively engage their students through a tool that they're used to and that's attractive to them. While the iPad may seem challenging to us, for our student's it is natural. Kids are digital natives, we are mostly digital immigrants." This supports my effort to intergraded the iPad into my classroom because my students are plugged-in and attracted to the use of an iPad. This article differs form others because it is reviewing a school using the iPad cross curricular whereas I want to use the iPad in the visual art studio.

8.

Tsukayama, H. (2012 , January 20). With ipad apps, apple taps into education market. The Washington Post. Retrieved from http://web.ebscohost.com.proxy.mul.missouri.edu/ehost/detail?vid=4&hid=110&sid=31fc506a-55ca-470b-a817-02e8dcac14a6@sessionmgr113&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ==

Hayley Tsukayama is a reporter for The Washington Post. In this article, she reports that Apple announced new apps Thursday aimed at the lucrative education and textbook market, part of the company's aggressive push to put its tablets in classrooms across the country. This article is aimed to inform educators of Apple’s push to use the iPad in the educational setting. It informs teachers about an app that allows them to post course material, stream and post video, and give students access to class materials, such as readings, quizzes and assignments, putting it in head-to-head competition with online classroom services such as blackboard. This supports the technology push to use the iPad in the classroom. The article also enlightens that Apple is using the iPad to engage students and enlighten teachers about the educational uses of the iPad.

9.

Angel, S. (2011). Imagine rembrandt with an iPad. Maclean's, 124(39), 78. Retrieved from http://web.ebscohost.com.proxy.mul.missouri.edu/ehost/detail?vid=7&hid=110&sid=31fc506a-55ca-470b-a817-02e8dcac14a6@sessionmgr113&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ==

The author of this article, Sara Angel, discusses and interviews British-born artist David Hockney, the first artist to exhibit pieces made on iPhone smartphones and iPad tablet computers. Hockney exhibited "Fresh Flowers," at the Royal Ontario Museum in Toronto, Ontario. This exhibit displayed the digital drawings produced with the iPad. This artist was one of the first to display the iPad as a medium in the art world. This supports the real world application for the use of the iPad in the production of visual art.

10.

Lambert, K. (2011). iPad art school: Choosing the right app. Macworld, 28(9), 84. Retrieved from http://web.ebscohost.com.proxy.mul.missouri.edu/ehost/detail?vid=8&hid=110&sid=31fc506a-55ca-470b-a817-02e8dcac14a6@sessionmgr113&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ==

The author, Kyle Lambert, is a digital artist based in the United Kingdom. He evaluates several artwork software applications for iPad computer of Apple Inc. including, Brushes software application developed by Steve Sprang/Taptrix, Inc. SketchBook Pro 2 software application developed by Autodesk Inc. and ArtRage software application developed by Ambient Design Ltd. This article supports that Apple's iPad is a powerful and versatile creation tool that allows artists to turn their tablets into portable art studios. He gives a rundown of some of the best iPad artwork apps available today. This article supports the use of art production with the iPad. In comparison with other articles, Lambert stresses the use of the iPad in art production as an artist not in the education setting. 

What Works? Ch 5 & 6

Data sources I have not considered in the past for my project:

Observation of the use of a IPad in a general education classroom.

Professional artist who use an IPad for producing artwork.

Applications to use in the classroom setting in the IPas App store.

IPad Workshops to attend and learn from to being ideas to the classroom.

It is part of my school culture to visit other teacher's classrooms. We are asked to do this so that we have an understanding of what and how other teachers teach are students. I always walk away from these observations and think that the whole experience is just busy work for us to do and report back to our administration. I will approach this experience differently now that I read this chapter. 

I also tease my students that sometimes I wish there was a hidden camera in my room to capture all the "craziness" in the art room. Sometimes, when I retell a story of what happened that day people do not believe me. I want to have a visual example of those crazy moments. This past year was a great year and when I expressed that I wanted that camera, the students told me that they wanted one too! They thought it would be great to compile all those moment in the art room into a video and then share it with the school. They told me the name would be "What happens in the art room is no longer a secret!" How interesting would it be to share visually with general education teachers the "organized chaos" of art instructors? There is that saying of "I am an Art Teacher. You cant scare me!" Isn't that the truth? 

Research Translation 2

The Potency of Humor and Instructional Self-Efficacy on Art Teacher Stress

Evans-Palmer, Teri. "The Potency Of Humor And Instructional Self-Efficacy On Art Teacher Stress." Studies In Art Education: A Journal Of Issues And Research In Art Education 52.1 (2010): 69-83. ERIC. Web. 7 June 2012.

Research Problem: The unique types of stress that comes with the job of being an art educator can cause that instructor to lose heart and their teaching practices will be affected.

Literature Review: This research was well organized. It talked about the medical health benefits of humor and laughing. It related that to the use of humor to engage students and give the instructor self-efficacy within the job setting. Humor defuses, encourages, reduces anxiety, heightens creativity and promotes higher order thinking skills.

Research Questions or Hypotheses: To be an effective teacher you must loose the stress with a humor copeing method. Humor has a social, emotional and cognitive effect on the teacher and classroom.

Data Sources: 354 public school K-12 art teachers were surveyed on a scale measuring their sense of humor, self-efficacy beliefs and stress levels.

Measurement Tools: The procedure for this study was conducted with a packet survey. They answered questions with a scale measurement tool. Demographic data was also collected and assessed as part of this study.

Results: This study found that a positive humor and effective instruction was used together it helped the art instructor with age, gender and experience within the classroom. Also, that the art instructor’s self-efficacy went down as stress excelled.  The strongest positive relationship was determined to be with social humor and instructional efficacy.

Discussion: Would teaching the use of humor in a classroom, during university studies of an instructor, help with stress levels? Would talking about using humor in a classroom actually help with someone’s sense of humor? Can you teach a sense of humor? Does humor help with everyone? How can you measure humor’s affect on the emotional state of both teacher and student?

I Need Help!

I am having trouble finding/ narrowing down a topic... my mind is traveling all over the place!

Do you think it a good idea to research ways to integrate the use of an IPad into art instruction/production for the motivational perks of my technological savvy 21st century student?

I have the privilege of having access to IPad devices for my students.

Ch4 What Works, Headwork

Emic= Insider

Who are you? I am an Art Teacher. I am a motivator. I am crazy. I am busy. I am the Student Council modirator. I am a homeroom teacher. I am an advisor. I am an artist. I am some to respect. I am organized. I am someone to talk to and excape form the general education classes. I am the art room.

Academic heritage? I enjoy learning. I am still learning. I enjoy art. I like to produce art. I have always been in the private school setting. I work in the private school setting.

Different/same as students? I have the same high school heritage as my students. They attend a private school setting. I differ with some with the post-high setting and the pre-high setting.

Like? I like my job. No, I love it. I like working with people (my students). I like learning each day form them. I like working with art. I like being able to  do my “own” thing within my classroom. I like being a teacher. I like to motivate. I like the challenges. I like having job satisfaction.

Dislike? I dislike behavior management, But I am good at it. I do not like “busy” work that wastes my time. I dislike lazy students.

Excites you? My job! I like the likes and dislikes. I like not knowing what each day is going to bring and what I will learn within that day.

Etic= Outsider

What they see. A crazy art teacher whom is always busy within the school getting stuff done. Students who what to be in the class. Products of instruction with gallery hangings and art shows. Newsletters that explain student successes.

I will need to interview outsiders such as coworkers, students parents, administration, staff and the community to have a full understanding of peoples thoughts about my classroom.

Questions to ask:

What do you see? Anything good? Anything that needs to be changed?

What can you tell me about the students? What are they doing? Who are they?

What can you tell me about the teacher? What is she doing? Who is she?

What is the art class doing?

What do you think the result is going to be?

Result of instruction?

Result of reaction?

Result of classroom environment?

Ch 3 MindWork

One of the biggest problems that I have in my art room is ... How can I make all assignments valuable to students to produce high quality work? Is it my instruction? Is it the topic? Are they just not motivated learners? How can I change that? Are the students told that they are not good (I know that they were... one of our feeder schools, the art teacher there is not very good)? How can I change my students mind? What am I doing wrong? What am I doing right?
This is an ongoing battle in my mind. I think of things try it out and then change it constantly to find a solution. Surveys form my students always tell me that they wouldn't change anything in my instruction. They enjoyed the class. They like the projects and tell me why. They do come up with brilliant things to tell me but... its all positive. So I know that I am doing something right! But.... I want to be better!


google-ography:

http://www.bartelart.com/arted/ideas.html

http://people.goshen.edu/~marvinpb/arted/tc.html

I wasn't thrilled by anything I found on my search through Amazon. The only thing that I saw that gave me an idea was ...

Art at the Speed of Life: motivation + inspiration for making mixed-media art every day 

http://www.amazon.com/Art-Speed-Life-inspiration-mixed-media/dp/1596682612/ref=sr_1_1?ie=UTF8&qid=1339017846&sr=8-1

This topic sparked the idea of : How can I show my students that I still am an artist teaching them. Does showing students my artwork or working with them on projects motivate them in their own work? Does it hinder them? 

O my, The questions in my mind are endless! 

Ch2 What Works?

When working with this chapter's Mindwork exercises, I found it easier for myself to write the information down in my notebook. I attached a  photo of my notebook to this blog post so you could see my brainstorming process. I was drawn to the category of Teaching Practices. My big idea or "pair of old shoes" is how can I make myself a "better" teacher for my students?

Research Article Questions

http://content.ebscohost.com.proxy.mul.missouri.edu/pdf9/pdf/2008/Q0T/01May08/32642938.pdf?T=P&P=AN&K=32642938&S=R&D=a9h&EbscoContent=dGJyMMvl7ESeprI4yOvsOLCmr0qep7VSrqy4TLKWxWXS&ContentCustomer=dGJyMPGusku0rLJLuePfgeyx44Dt6fIA

Radclyffe-Thomas, Natascha. "White Heat Or Blue Screen? Digital Technology In Art & Design Education." International Journal Of Art & Design Education 27.2 (2008): 158-167. Academic Search Complete. Web. 4 June 2012.

White Heat or Blue Screen? Digital Technology in

Art & Design Education

 

Research Problem. The problem discussed in this research article is the implementation, teacher attitudes and effectiveness of the digital technology in an art classroom. The author discussed the importance of this research based off of the new world generation of students we are working with and the opportunities that technology can bring into our classroom by bridging the classroom to the outside world.

 

Literature Review: The review of the previous research was well organized with the use of citations within the article relating to the new research. This article was created in 2008 but already feels to be outdated because of the ever-changing technological advances. The source used college base classroom research to explain and describe the research and data collected within the technological based classroom.

 

Research Question: The research-based questions were clearly stated at the beginning of the article. The article wanted to address the use of technology in art and design. Does its use have a role or validity in art? How do we as teachers use this new teaching tool and approach learning with it?

 

Data Sources: The data source within this article was described but not clearly. It discussed personal reflections of the author. The article also used research based prompts to address different issues presented. I wanted to learn more about the data and the sources that it was collected from.

 

Measurement Tools: This article discussed one of the measurement tools used to discuss the digital use of technology within the art classroom. The author evaluated the use of video within the class. The data collected stated the enthusiasm students had for the use of this digital media and the teachers’ willingness to use it for assessments, as a resource, and to collaborate with students.

 

Methodology: This article described methods to implement digital media in the art classroom. The author gave ideas on how to use the technology as visual aids, virtual fieldtrips, access to experts in the art field, and to view collections of art without leaving the classroom.

 

Results: Because of the changing resources in technology the author presented more issues then solutions related to the use of digital media in the art classroom. More questions were formed in my mind than results. I want to know if learning about the technology gets in the way of learning material? Will the use of technology make administration want to form larger class sizes and cut back on staff? Will the digital use of teaching devalue face-to-face teaching? How can we engage students to learn on the digital media in art? How is education going to change with the use of technology? What teaching skills will I need to learn to effectively use and keep up with the digital media?

 

Discussion: I felt that this research is important because this is the new age world that I am teaching in. My students are demanding the use of digital media in my art classroom. I feel that I use technology in my classroom, but what can I do differently to keep up with the demand of my students?

What Works? Prepwork Exercises

Chapter 1: What Works? Prepwork exercises.

Ch. 1: Ideas about what bothers me; How do I identify students’ interest and incorporate them in to each of my lessons? How can I develop a stronger art program now that I have (What I think to be) a strong program?

Ch. 2: Research questions; How do I identify our student population and where in the community they come from in our private school setting? What are my students interest that I already don’t know? Is my curriculum always changing for the betterment of my students? Does my lessons include all students learning styles? How can I be sure that I reach each students learning style in the art room? How can I make myself a culturally diverse teacher to meet the diversity within my student population?

Ch4: Heritage. I have always been taught in the private school setting from kindergarten through college. (Except now for my masters). My students come from all over and from different educational settings. I have students from public, private, and special educational settings. Our school mascot is a Titan. A person of great power and influence. I believe that when we work together we are that person.

Ch5: List of data: project grades, surveys, and feedback from students, coworkers, parents, administration, community and self. Student gallery.

Ch6: problem solving process: Right now I am hungry. There is no food in the kitchen. I could go get some fast food because it is fast, but unhealthy. I want something healthy. I will need to go to the store, cook the food, but that takes time. It is healthy though. So I am going to the store. My mind vs. stomach.

Ch7: Calendar. Not planning ahead very far. I know that I will not be able to perform research in the Fall due to job demands.

Ch 8: List. Strengths: family, friends, coworkers, administration, professors, old teachers, current teachers in the community, and my educational background. Drawbacks: time! Full time job, student myself, commitments.

Ch9: Organize self: I am already a very organized person. I will need to adjust time with work, schoolwork, and life outside of profession. I keep a calendar with information and will need to work on research during the nights and weekends.