1. CASTRO, J. C.; (2012). Learning and teaching art through social media Retrieved from http://search.ebscohost.com/login.aspx?direct=true&Auth,uid&db=aft&AN=92610376&site=ehost-live
Juan Carlos Castro is Assistant Professor of Art Education at Concordia University in Montréal, Québec, Canada. His research focuses on the dynamics and qualities of knowing, learning and teaching art through new and social media. In this article Castro presents findings from a design-based research study that explores how the role of the teacher and the role of the student shifts though the use of social media in the classroom. This written piece was created for art teachers and academics interested in social media use in the classroom. It outlines an entire design-based research project therefore knowledge in how to retain information from academic sources is needed. For me Castro’s research was insightful. There are so many different ways to approach social media and a myriad of reason to argue for or against it. Social media can alter the role of the teacher and make the art room even more of a divergent experience where outcomes are unknown and needs of the students are addressed as they come along.
2. Federal Communications Commission . (2011). Children's Internet Protection Act Guide. Retrieved 2014, from FCC: http://www.fcc.gov/guides/childrens-internet-protection-act
The Federal Communications Commission (FCC) is an independent agency of the United States government that regulates interstate and international communications by radio, television, wire, satellite, and cable in all 50 states. The Children’s Internet Protection Act (CIPA) was enacted by congress in 2000 to address concerns of children’s safety when using the Internet at e-rate funded facilities. E-rate funding is a program that makes certain communication services and programs more affordable to qualifying schools and libraries. This document is meant for anyone who wants to know exactly what is outlined in CIPA for personal or professional reference. It is a brief document that is straight forward and easy to read. I will use this as a reference of what is required of teachers who may wish to use social media in their classrooms and still be in compliance of CIPA.
3. Fernstein, G. (2010, January 10). 3 ways educators are embracing social technology. [Essay on Mashable Web site]. Retrieved from http://mashable.com/2010/01/10/educators-social-technology/
Greg Fernstein is a guest writer at Mashable and contributing writer to Fast Company. He has worked as a researcher at the University of California, Irvine and is currently an educator at Fundacao Semco. In this article Fernstein discusses how twitter, skype, and mobile phones have proven to be valuable educational tools to students across the country. Twitter has been used at University of Leicester in place of online discussions. It has proven to be a great way to heighten student engagement and has also served as a free tool for promoting the university. Skype has been used in Spanish classes as a way for students to speak and make friends with native speakers giving them a more authentic experience. Finally mobile phones have been great fro boosting productivity in students. They use their phones to communicate with their instructors though SMS and to brows classroom blogs for further instruction. This article is meant for anyone interested in how technology can be useful in education. It is written in a positive rather than argumentative or persuasive way making the information easy to digest and accept. I liked this article because it peaked my curiosity in the use of mobile phones in the classroom. The school mentioned in the article used this tool in a way I have not seen before encouraging me to do more research on the topic.
4. Friesen, N., & Lowe, S. (2012). The questionable promise of social media for education: Connective learning and the commercial imperative. Journal of Computer Assisted Learning, 28(3), 183-194.doi:10.1111/j.1365-2729.2011.00426.x
Dr. Norm Friesen is Canada Research Chair in E-Learning Practices at Thompson Rivers University in Kamloops, British Columbia. Lowe is a Social Sciences and Humanities Research Council of Canada funded postdoctoral research fellow in media studies at the New Media Studies Research Centre, TRU, Canada. This journal article aims to update Raymond Williams’ work, which emphasized the influence of advertising in the content and form of television with the addition of social media. This article analyzes whether or not dominant social media used today truly satisfies the capacity for debate and therefore learning when used in the classroom. These writings are written for an academic audience interested in weighing the pros and cons of using social media in the classroom. Friesen and Lowe use historical reference to the beginning of television as an example of how social media may pan out in education. This article is relatively easy to follow but the article is a little lengthy (12 pages) and is very dry. There are similar articles out there that are less of a chore to sift though who come to similar conclusions. I found this article useful in that it brought to my attention how advertisements present in social media sites may make social media unsuitable for the classroom.
5. Fuglestad, T. (2014, April). Fuglefun. Retrieved April 2014, from Dryden Art: www.drydenart.weebly.com/fuglefun.html
Fluglefun is a page on the website owned by Tricia Fluglestad, an elementary art educator. This page contains a large mix of resources and ideas coming from Fluglestad and her classroom. It is a place where she and her student’s distinctions can be viewed such as awards received and articles of which they are contained in. This page also includes videos made by Flugstad and her students, Fluglestad’s monthly newsletters, and Fluglestad’s live twitter feed. This page is meant for students, parents, and supporters of Dryden Elementary Art but could be a valuable resource for other educators interested in Flugstad’s teaching methods. Anyone wanting to use this site as a resource must first know what he or she is looking for. This page is a mess! All the information contained is jumbled together with organized chaos. I enjoyed this page because it served as a crash course in everything Fluglestad and as a one-stop-shop for finding additional resources pertaining to Flugstad and her classroom practices.
6. Fuglestad, T. (2012). Strive for artistry. School Arts, 111(9), 12-12. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&Auth,uid&db=aph&AN=74480407&site=ehost-live
Tricia Fluglestad is an elementary art educator based out of Arlington Heights, Illinois. From the years 2010-2013 Fluglestand has been awarded the following distinctions: PBS Innovation Award, Illinois art teacher of the year, Golden apple teacher of distinction, and NAEA western region elementary art teacher of the year. This article, penned by Fluglestand, highlights the ways in which she has taught good artistry in her class through a series of motivating and instructional videos created by her and her students. With a teaching philosophy that favors quality over quantity this article is meant for educators who also share in Fluglestad’s beliefs. This article is also best for those with the means to either make or show videos in their classroom that teach the same values. This article was useful to me in that it contained several links to videos Fluglestad has made. They will serve as great instructional resources as well as for inspiration for future classroom endeavors.
7. Kessler, S. (2010, September 29). The case for social media in schools. [Essay on the Mashable Web site]. Retrieved from http://mashable.com/2010/09/29/social-media-in-school/
Sara Kessler is an associate editor at Fast Company, a business magazine, and predominately covers technology companies in her writings. In this article Kessler discusses innovative ways technology can and has been used in the classroom. Through the work of Elizabeth Delmatoff, an Oregon teacher, and Matt Hardy, a teacher from Minnesota, Kessler argues a case for using social media in schools. According to Kessler social media is not going away and it does not do students any favors trying to suppress it. Social media can be more engaging to students and can encourage collaboration, a common skill used in business. The audience for this article is teachers, parents, and school administration who have the power to implement policies that advocate technology in the classroom. Kessler, however, writes as though she is speaking to people who hate or are afraid of technology in education. She says several times, “technology is not the enemy” and briefly acknowledges the dangers associated with using these kinds of educational tools. I liked this article because it introduced me to several websites I was not aware of that could be used in the classroom like Edmoto, and kidblog.com. these are secure teacher controlled sites students can use in place of popular social media like facebook and twitter.
8. Profile. (2011). T H E Journal, 38(9), 9-9. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&Auth,uid&db=aph&AN=67121296&site=ehost-live
“THE” in THE Journal stands for Technological Horizons in Education. It holds the distinction as the first magazine to cover education technology. This article, Profile, showcases the work of infamous art teacher Tricia Fuglestad of Dryden Elementary in Arlington Heights, Illinois. In this article she shares how she and her students have made “Flugleflicks” which they shared online to solve classroom problems. Fluglestad uses websites like Twitter and Artsonia to open up her classroom to the world allowing for collaborative projects. This article is geared towards educators interested in using technology-based education in their classroom. It is a great resource to those who may not know where to start with this kind of teaching strategy and are looking for simple ways to do so. This article is of interest to me because it has shown me how I can take the videos I have made for my classroom to the next level through the use of social media and collaboration with my very own students.
9. Sands, I. (2014, April 13). Ian Sands: Make Art! [Blog]. Retrieved from http://iansands.blogspot.com/
Ian Sands, a high school art teacher in Apex NC, is the author of Project flops: Good lessons from a bad teacher and great children’s books like how to milk a dinosaur which is an Amazon top pick. This blog is a one-stop shop of everything Ian Sands. It contains his blog, news articles he and his students are in, links to his various publications, and much more. This is a blog meant for Apex high school students, parents, and fans and followers of Sands’ work. This is a fairly well designed site that is very easy to follow but there is a lot of information to sift though before you find what you want. This site serves as a great starting point for educators looking for new and innovative ways to energize their classroom. I personally used this site as a way to find his articles in School Arts magazine mentioned below.
10. Sands,I.,& Ian Sands. (2012). Digital grading. School Arts, 112(2), 14.
Ian Sands is an art teacher at Apex High school in Apex, North Carolina. He is the author of Project flops: Good lessons from a bad teacher and many children’s books like How to milk a dinosaur, and Crushing Turtles. This article addressing the daunting task of grading as an art teacher and how Sands believes he has solved the problem. Sands now grades digitally through the use of student made blogs. Sands’ students are required to create and maintain a blog outlining their artistic process and finished products. Sands provides his students with images taken in the classroom as projects progress though Dropbox, an online storage application. His students mostly use Blogger as the blog site of their choosing but Sands suggest EduBlogs and Class Blogmeister as possible alternatives. This article is meant for tech savvy art educators wanting to make their classes more engaging and make grading easier. This article is well organized and simply outlines the steps one must take to implement this kind of practice into the classroom. For me, this article has been a real eye-opener. I see now how blogs can be a valuable tool in my educational practice. They make grading easier, open student art to the public; create a more engaging environment, and uses technology relevant to student’s everyday lives.
Juan Carlos Castro is Assistant Professor of Art Education at Concordia University in Montréal, Québec, Canada. His research focuses on the dynamics and qualities of knowing, learning and teaching art through new and social media. In this article Castro presents findings from a design-based research study that explores how the role of the teacher and the role of the student shifts though the use of social media in the classroom. This written piece was created for art teachers and academics interested in social media use in the classroom. It outlines an entire design-based research project therefore knowledge in how to retain information from academic sources is needed. For me Castro’s research was insightful. There are so many different ways to approach social media and a myriad of reason to argue for or against it. Social media can alter the role of the teacher and make the art room even more of a divergent experience where outcomes are unknown and needs of the students are addressed as they come along.
2. Federal Communications Commission . (2011). Children's Internet Protection Act Guide. Retrieved 2014, from FCC: http://www.fcc.gov/guides/childrens-internet-protection-act
The Federal Communications Commission (FCC) is an independent agency of the United States government that regulates interstate and international communications by radio, television, wire, satellite, and cable in all 50 states. The Children’s Internet Protection Act (CIPA) was enacted by congress in 2000 to address concerns of children’s safety when using the Internet at e-rate funded facilities. E-rate funding is a program that makes certain communication services and programs more affordable to qualifying schools and libraries. This document is meant for anyone who wants to know exactly what is outlined in CIPA for personal or professional reference. It is a brief document that is straight forward and easy to read. I will use this as a reference of what is required of teachers who may wish to use social media in their classrooms and still be in compliance of CIPA.
3. Fernstein, G. (2010, January 10). 3 ways educators are embracing social technology. [Essay on Mashable Web site]. Retrieved from http://mashable.com/2010/01/10/educators-social-technology/
Greg Fernstein is a guest writer at Mashable and contributing writer to Fast Company. He has worked as a researcher at the University of California, Irvine and is currently an educator at Fundacao Semco. In this article Fernstein discusses how twitter, skype, and mobile phones have proven to be valuable educational tools to students across the country. Twitter has been used at University of Leicester in place of online discussions. It has proven to be a great way to heighten student engagement and has also served as a free tool for promoting the university. Skype has been used in Spanish classes as a way for students to speak and make friends with native speakers giving them a more authentic experience. Finally mobile phones have been great fro boosting productivity in students. They use their phones to communicate with their instructors though SMS and to brows classroom blogs for further instruction. This article is meant for anyone interested in how technology can be useful in education. It is written in a positive rather than argumentative or persuasive way making the information easy to digest and accept. I liked this article because it peaked my curiosity in the use of mobile phones in the classroom. The school mentioned in the article used this tool in a way I have not seen before encouraging me to do more research on the topic.
4. Friesen, N., & Lowe, S. (2012). The questionable promise of social media for education: Connective learning and the commercial imperative. Journal of Computer Assisted Learning, 28(3), 183-194.doi:10.1111/j.1365-2729.2011.00426.x
Dr. Norm Friesen is Canada Research Chair in E-Learning Practices at Thompson Rivers University in Kamloops, British Columbia. Lowe is a Social Sciences and Humanities Research Council of Canada funded postdoctoral research fellow in media studies at the New Media Studies Research Centre, TRU, Canada. This journal article aims to update Raymond Williams’ work, which emphasized the influence of advertising in the content and form of television with the addition of social media. This article analyzes whether or not dominant social media used today truly satisfies the capacity for debate and therefore learning when used in the classroom. These writings are written for an academic audience interested in weighing the pros and cons of using social media in the classroom. Friesen and Lowe use historical reference to the beginning of television as an example of how social media may pan out in education. This article is relatively easy to follow but the article is a little lengthy (12 pages) and is very dry. There are similar articles out there that are less of a chore to sift though who come to similar conclusions. I found this article useful in that it brought to my attention how advertisements present in social media sites may make social media unsuitable for the classroom.
5. Fuglestad, T. (2014, April). Fuglefun. Retrieved April 2014, from Dryden Art: www.drydenart.weebly.com/fuglefun.html
Fluglefun is a page on the website owned by Tricia Fluglestad, an elementary art educator. This page contains a large mix of resources and ideas coming from Fluglestad and her classroom. It is a place where she and her student’s distinctions can be viewed such as awards received and articles of which they are contained in. This page also includes videos made by Flugstad and her students, Fluglestad’s monthly newsletters, and Fluglestad’s live twitter feed. This page is meant for students, parents, and supporters of Dryden Elementary Art but could be a valuable resource for other educators interested in Flugstad’s teaching methods. Anyone wanting to use this site as a resource must first know what he or she is looking for. This page is a mess! All the information contained is jumbled together with organized chaos. I enjoyed this page because it served as a crash course in everything Fluglestad and as a one-stop-shop for finding additional resources pertaining to Flugstad and her classroom practices.
6. Fuglestad, T. (2012). Strive for artistry. School Arts, 111(9), 12-12. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&Auth,uid&db=aph&AN=74480407&site=ehost-live
Tricia Fluglestad is an elementary art educator based out of Arlington Heights, Illinois. From the years 2010-2013 Fluglestand has been awarded the following distinctions: PBS Innovation Award, Illinois art teacher of the year, Golden apple teacher of distinction, and NAEA western region elementary art teacher of the year. This article, penned by Fluglestand, highlights the ways in which she has taught good artistry in her class through a series of motivating and instructional videos created by her and her students. With a teaching philosophy that favors quality over quantity this article is meant for educators who also share in Fluglestad’s beliefs. This article is also best for those with the means to either make or show videos in their classroom that teach the same values. This article was useful to me in that it contained several links to videos Fluglestad has made. They will serve as great instructional resources as well as for inspiration for future classroom endeavors.
7. Kessler, S. (2010, September 29). The case for social media in schools. [Essay on the Mashable Web site]. Retrieved from http://mashable.com/2010/09/29/social-media-in-school/
Sara Kessler is an associate editor at Fast Company, a business magazine, and predominately covers technology companies in her writings. In this article Kessler discusses innovative ways technology can and has been used in the classroom. Through the work of Elizabeth Delmatoff, an Oregon teacher, and Matt Hardy, a teacher from Minnesota, Kessler argues a case for using social media in schools. According to Kessler social media is not going away and it does not do students any favors trying to suppress it. Social media can be more engaging to students and can encourage collaboration, a common skill used in business. The audience for this article is teachers, parents, and school administration who have the power to implement policies that advocate technology in the classroom. Kessler, however, writes as though she is speaking to people who hate or are afraid of technology in education. She says several times, “technology is not the enemy” and briefly acknowledges the dangers associated with using these kinds of educational tools. I liked this article because it introduced me to several websites I was not aware of that could be used in the classroom like Edmoto, and kidblog.com. these are secure teacher controlled sites students can use in place of popular social media like facebook and twitter.
8. Profile. (2011). T H E Journal, 38(9), 9-9. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&Auth,uid&db=aph&AN=67121296&site=ehost-live
“THE” in THE Journal stands for Technological Horizons in Education. It holds the distinction as the first magazine to cover education technology. This article, Profile, showcases the work of infamous art teacher Tricia Fuglestad of Dryden Elementary in Arlington Heights, Illinois. In this article she shares how she and her students have made “Flugleflicks” which they shared online to solve classroom problems. Fluglestad uses websites like Twitter and Artsonia to open up her classroom to the world allowing for collaborative projects. This article is geared towards educators interested in using technology-based education in their classroom. It is a great resource to those who may not know where to start with this kind of teaching strategy and are looking for simple ways to do so. This article is of interest to me because it has shown me how I can take the videos I have made for my classroom to the next level through the use of social media and collaboration with my very own students.
9. Sands, I. (2014, April 13). Ian Sands: Make Art! [Blog]. Retrieved from http://iansands.blogspot.com/
Ian Sands, a high school art teacher in Apex NC, is the author of Project flops: Good lessons from a bad teacher and great children’s books like how to milk a dinosaur which is an Amazon top pick. This blog is a one-stop shop of everything Ian Sands. It contains his blog, news articles he and his students are in, links to his various publications, and much more. This is a blog meant for Apex high school students, parents, and fans and followers of Sands’ work. This is a fairly well designed site that is very easy to follow but there is a lot of information to sift though before you find what you want. This site serves as a great starting point for educators looking for new and innovative ways to energize their classroom. I personally used this site as a way to find his articles in School Arts magazine mentioned below.
10. Sands,I.,& Ian Sands. (2012). Digital grading. School Arts, 112(2), 14.
Ian Sands is an art teacher at Apex High school in Apex, North Carolina. He is the author of Project flops: Good lessons from a bad teacher and many children’s books like How to milk a dinosaur, and Crushing Turtles. This article addressing the daunting task of grading as an art teacher and how Sands believes he has solved the problem. Sands now grades digitally through the use of student made blogs. Sands’ students are required to create and maintain a blog outlining their artistic process and finished products. Sands provides his students with images taken in the classroom as projects progress though Dropbox, an online storage application. His students mostly use Blogger as the blog site of their choosing but Sands suggest EduBlogs and Class Blogmeister as possible alternatives. This article is meant for tech savvy art educators wanting to make their classes more engaging and make grading easier. This article is well organized and simply outlines the steps one must take to implement this kind of practice into the classroom. For me, this article has been a real eye-opener. I see now how blogs can be a valuable tool in my educational practice. They make grading easier, open student art to the public; create a more engaging environment, and uses technology relevant to student’s everyday lives.