Curriculum+Model

= Art Education and Instructional Technology Curriculum Model =

Established Goals
Students will... What broad enduring questions will encourage understanding?
 * //What relevant goals (e.g., content standards, course or program objectives, learning outcomes) will this design address?//
 * === Understandings ===
 * explore the applications of various instructional technologies in designing developmentally appropriate art experiences for K - 12 students.
 * identify Standards Aligned Systems, state art and technology competencies and curriculum frameworks (along with standards, big ideas, essential questions and vocabulary) and apply them to lesson plans.
 * identify ISTE NET-S criteria (i.e. creativity and innovation, communication and collaboration, research and information fluency, critical thinking, problem solving, decision making, digital citizenship and technology operations and concepts) and apply them to examples of art that include them.
 * identify Digital Bloom's Taxonomy and apply it to art and technology lesson plans.
 * identify and provide examples of the loTi model in art for assessing levels of technology integration.
 * identify examples of how art can be applied to the TPCK model.
 * create representative projects that demonstrate the relationship between Technological Pedagogical Content Knowledge and teaching K - 12 art.
 * identify examples and apply examples of of fair use, copyright-free and Creative Commons resources that can be used in teaching K - 12 art.
 * critique and compare and contrast the different ways art teachers use creative and instructional technologies in K - 12 classroom environments.
 * identify and describe online resources important for K - 12 art educators to consider.
 * identify and describe barriers to instructional technology integration.
 * create an e-portfolio that demonstrates their overall research related to course topics.
 * create a blog that documents their reflections, inquiry and learning over time related to the intersections between art education and instructional technology.
 * create a curricular unit (and lesson sequence) that shows the infusion of instructional technologies in art.
 * identify how technologies can engage digital natives and enhance arts instruction
 * identify and describe instructional strategies and methods that are most effective when integrating technology into the art classroom.
 * identify and describe the social justice issues associated with access to technology and the arts in education. || === Essential Questions ===
 * What does it mean to be a tech saavy art teacher?
 * What does it mean to model best practices in integrating technologies into the art classroom?
 * What are the emerging technologies that impact art education?
 * What kinds of knowledge and skills are essential for creating, using and modifying art with appropriate technologies?
 * What does it mean to be an innovative and creative art educator?
 * What barriers exist in integrating technologies in the art class?
 * What is the Standards Aligned System and how does this impact arts instruction with the integration of technology?
 * How do barriers in integrating instructional technologies impact art educators?
 * What are the ethical considerations in using media resources in art education?
 * What is the role of TPCK in teaching art?
 * How do we infuse emerging technologies into the visual arts curriculum?
 * How do we create a flexible and dynamic curriculum that includes emergent instructional technologies in teaching art?
 * How do we engage digital natives so that the learning outcomes are maximized?
 * What strategies are effective in integrating technologies in the art room?
 * How does technology affect and impact art teaching philosophies and belief systems?
 * What are the social justice issues that surround integrating technology into the art classroom? ||

Stage 2 - Determine acceptable evidence.

 * === Performance Tasks ===
 * Blog. Students will generate a list of barriers that exist in integrating technology into the art classroom and develop a plan for overcoming such barriers and social justice issues including a plan for advocacy. Students will design a guide that synthesizes best practices in integrating technologies (in developmentally appropriate ways into the K - 12 art room. This will include at least 1 written entry that describes how to engage digital natives.
 * e-Portfolio. Students will construct an e-portfolio that analyzes the different instructional technologies used by art teachers. They will identify and assess the use of the loTi levels involved with the instructional technologies that can be employed in the art rooms. They will identify 3 inquiry questions that they would like to explore through the course and show evidence related to what they learn about the intersections between art education and instructional technology.
 * Unit Plan. Students will write a unit plan that includes a sequential lesson plan series of 3 lessons that appropriately integrates instructional technology methods into the K - 12 art room. This will include references to Digital Bloom's Taxonomy, Standards Aligned Systems, state art and technology competencies and curriculum frameworks and assessments (along with standards, big ideas, essential questions and vocabulary).
 * Curriculum. Students will construct an art curricular model that includes appropriate instructional technology infusion (with all unit components). This curriculum will be constructed on the class wiki site.
 * Class Wiki. Students will collaborate on a class wiki page and construct resource pages involving TPCK art models, Digital Bloom's Taxonomy, PA standards for art and technology, NET-S and curricular models and fair use/Creative Commons examples. || === Other Evidence ===


 * Ongoing Blog/E-Portfolio Documentation
 * Unit Plans/Curriculum/Lesson Plan Sequence
 * Course Wiki
 * Informal Observations/Discussions
 * Presentations ||

Stage 3 - Plan learning experiences and instruction.

 * === Learning Activities: ===
 * Students will present their blogs and discuss the ways they have integrated ideas related to TPCK art models, Digital Bloom's Taxonomy, PA standards for art and technology, NET-S and curricular models and fair use/Creative Commons examples.
 * Students will present the rationale for the 3 inquiry questions they selected and explain how they met the requirements on the inquiry documentation.
 * Students will present their e-portfolio and discuss the evidence they have documented concerning art teachers' use of instructional technologies.
 * Students will debate the issues surrounding barriers to technology integration related to the art classroom.
 * Students will debate various uses of instructional technologies in the art room and evaluate them according to TPCK and loTi levels.
 * Students will present their unit plans that show a sequential series of 3 art lesson plans (that appropriately uses instructional technology) as well as how they addressed the components (Digital Bloom's Taxonomy, Standards Aligned Systems, state art and technology competencies and curriculum frameworks and assessments (along with standards, big ideas, essential questions and vocabulary).
 * Students will compare and contrast the various art curricular models (that include instructional technology) they created for the K - 12 level.
 * Students will evaluate the class wiki based on the quality, organization and reflections related to the resources included (i.e. TPCK art models, Digital Bloom's Taxonomy, PA standards for art and technology, NET-S and curricular models and fair use/Creative Commons). ||


 * Bibliography**

Backwards Design Overview and FAQ. Retrieved April 22, 2010 from http://www.greece.k12.ny.us/instruction/ela/6-12/BackwardDesign/Overview.htm.

Wiggins, G., & McTighe, J. (2001). Understanding by design. Alexandria, VA: Prentice Hall.