Mike's+page

=How do we educate children for the 21st century-4/8/08=

With the increase in information on the Internet and the continual growth of a global Web 2.0 it seems important to teach literacy to our children in a different manner. To me, the prospect of being able to be an active learner by contributing to a global information network is exciting. I do worry about truth and facs. With this much participatorial sharing and learning happening, we must really teach our children to discern fact from fiction. The ability to research and cross-check with diligence to eliminate misinformation is critical. I believe if we can figure out a way to accomplish this, then what we have instore for us will only be limited by our imagination.

=Create a Voice Thread 4/15/08=

http://voicethread.com/share/108195/

=**Classroom 2.0. Comments, Post and Replies : 5//08**= "Is it even necessary for an art classroom to have all of the technological advancements of the modern age?"

This is a question I consider very often, I think technology will never (hopefully) become a dominant classroom tool. Traditional media, crafts and such will not benefit from a strong technological component, but new media classes will obviously rely heavitly on it. I think it all comes down to what you're teaching.

Mike Sacco Paul J. Gelinas JHS Setauket, Ny

"This semester, in my technology for "soon-to-be teachers" class, I have several art majors who are working toward teacher certification in Colorado. I would like to know which technologies you think an art teacher can __not__ do without?

Hello, As far as software goes, I think Powerpoint, Microsoft Word are essential. POwerpoint can really make art history lesson more impactful. Software such as Photoshop and Illustrator can also be important but at this time I would not consider them essential. In my opinion, there are very few essetial technologies existing right now. Because of the nature of what we teach and do, I'm not sure if modern technology applications will ever be overwhelming essential.

Mike Sacco Art teacher Paul J. Gelinas JHS Setauket NY


 * Here's my Post that started a two response discussion:**

Voice Thread as an online Critique tool
hello, I've been recently introduced to VoiceThread and am thinking of using it in my classroom as a critique activity. I'm trying to get an idea of how some of you are using it for critique assignments or activities. Any insight or comments would be greatly appreciated.

Mike Sacco Paul J. Gelinas JHS Setauket, NY

 [|Permalink] Reply by [|Colette Cassinelli] on May 13, 2008 at 7:48pm I collect samples of Voicethread projects at http://voicethread4education.wikispaces.com and there are some art samples on the 9-12 pages. Check them out and add your own if you make some.  [|Permalink] Reply by [|Jan Smith] on May 13, 2008 at 7:59pm Hi Mike,

I think VoiceThread is a fabulous tool for students to use to provide each other with descriptive feedback and to self-evaluate. Recently, my Grade 6 students choreographed and performed group dance routines, which we taped. The videos were uploaded to a VoiceThread with the criteria and the rubric we created to guide their design process. Students were invited to provide feedback to each group using the language of the rubric. I was impressed with their insight and the encouragement they offered each other.

Good luck with this, and let us know how it turns out!

=Educator 2.0 Blog Reading Responses -5/27=

From Will Richardson Blog, 20 May 2008 12:46pm [|Engaging Writing in the Classroom]

I thought this was an interesting blog from Will Richards because it dealt with student writing. Now even though as an art teacher I am very intuned and concerned with visual communication (especially in our overly saturated visual culture), I found myself really interested in how particpatory web 2.0 publishing activity affects students' writing.

The blog mentions a Harvard grad student stating that student writing is on the rise through 2.0 type venues like blogs and social networks. The blog goes on to say that even though much of this student written communication wouldn't be fit for tradtional publishing, it's still great that students are writing more.

I couldn't help thinking about many of the written assignments my students do turn into me. While many do write well and are able to express themselves equally well with the written language as they are with the visual, I do see many instances of Internet "Newspeak" as I Iike to call it. Acronyms and shorthand, such the infamous "u" ,creep their ugly head into many of my students' refections. Products of their many, many hours of Instant messaging and social network account activity. I can help but think wihen reading through these flubs that our language might be changing.

The Harvard student goes on to say that all of this social network informal writing can be used to help students transition to more formal scholarly writing. Richardson thinks we can leverage this kind of social informal writing and use it for good too. Here, I really disagree. While it may be great that students are writing more, I'm not sure it will help them with more serious writing. Unless of course we all start using IDK, U, BRB, etc, in our scholarly writings. God I hope not!

=Final Presentation-6/10= media type="custom" key="839053"