Differentiation with Technology
Technology is ever evolving for use in art classrooms. Many elementary students have Google accounts, and teachers can use apps within Google to help students create, communicate, and facilitate lessons. There are many instances when goals can be supported using technology. According to Perez & Grant (2021), just be sure to keep the pedagogy first, and technology second to the learning objective, not reversed.
In Part 1 of our Josef Albers-Colors and Wavelengths lesson plan, a slide deck introduces students to the artist and is shown on a smart board. Albers moved from Nazi Germany to the United Sates n 1933, when they closed the Bauhaus where Albers taught, showing students how different governments can affect artists around the world. After an insightful discussion, students can use devices such as tablets or Chromebooks to complete an Ed Puzzle on Josef Albers, color theory and wavelengths.
Technology is a fantastic way for learners to find and develop their own voices, and when used thoughtfully, students begin to use technology to be creators of knowledge, not just consumers of information (Perz & Grant, 2021). For instance, in Part 2, students are asked to draw conceptual designs for their project before finalizing it. I show them visually how to create and revise their plans using a variety of digital drawing tools on the smart board. This visual instruction allows all students, especially ELL, to understand how to use the tools and what is expected of them. Giving students a choice in technology sparks creativity and allows students to choose the tool that suits them best (Robinson,2022). The learning objective is for students to think conceptually. Pedagogy first. Draw.io is one app that supports this objective, technology second. Students can use the templates within Draw.io and move them around, resize them, lock them in place and do it all over again for revisions. Digitally drawing with templates is a way in which all students can express themselves, no matter of their drawing skill.
Another purpose for using technology in the classroom is to create pathways for differentiation (Drexel University). For the writing portion of this lesson, the learning objectives are to write in Google Docs using adjectives, complete sentences, English language conventions, vocabulary words and context while authoring a three-paragraph paper. These objectives and instructions can be viewed as a video that students can access in Google Classroom, allowing for self-direction and personal pacing. The first paragraph is to summarize Josef Albers and his relationship with color and squares. The second paragraph describes how color wavelengths are seen by the human eye and to represent the wavelengths in a digital drawing. Students may use the drawing tool within Google Docs to create their wavelengths. Finally, students write a three or four sentence conclusion on their artwork.
In the end, Google Classroom supports all these learning objectives and houses the project under one roof. Using technology such as this prepares elementary students for future independent learning (Drexel University).
References
How to integrate technology in the classroom. (n.d.) Drexel University, School of Education. https://drexel.edu/soe/resources/student-teaching/advice/how-to-use-technology-in-the-classroom/#:~:text=The%20use%20of%20technology%20during,students'%20growth%20in%20the%20classroom.
Perez, L. & Grant, K., (2021). 30+ Tools for diverse learners. International Society for Technology in Education. https://www.iste.org/explore/Toolbox/30-tools-for-diverse-learners
Robinson, A., (2022). Effective uses of technology in elementary school. Edutopia. https://www.edutopia.org/article/effective-uses-technology-elementary-school