Technological Education Philosophy

Diverse learners in the classroom make implementing instructional strategies more complex and varied. In my high school art classroom the learning styles of students will vary along with the addition of students with Individualized Education Plans (IEPs). Logical mathematical learners who need structure and organization of lessons will be the toughest to reach on artistic topics. I must also take into consideration that technology must often be altered for those who have IEPs or impaired vision/hearing. Implementing technological strategies in a way that suits many types of students will be a key factor in my future classroom.

Altering lessons for the needs of these diverse learners helps the implementation of technology become a valuable learning tool for all students. To form my lesson to logical mathematical learners, I would create detailed, step-by-step tutorials of Photoshop processes used in my digital art classroom for students to reference. I would post these tutorials on our classroom website. Although achievement of expression is necessary, for diverse students I could pay attention to how they handled the technical Photoshop process to evaluate their projects. I could also search for their expressions on the online critiques where they communicate with other students about their work. Looking at how each student handled the technical process as well as the effectiveness of the critiques explains their learning styles for future lesson plans and allows me to evaluate them on others skills rather than only visual success.

An IEP student, such as an autistic child, needs a more sensory type of artistic process in order to gain the correct achievement of expression. Adjust the control panel settings or system preferences...

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...r example, a Taxedo picture that has links to satisfy a full instruction on Linear One-Point Perspective could be given to students on the website to study at home. When they come back to class the next day we could jump right into creating our own Linear One-Point Perspective piece. While the students were working I could answer lingering questions or help with the technical artistic process appropriate to each student’s personalized learning level. I could give students more individual attention to during class, on the website, and through e-mail concerning the online assignments. The flipped classroom allows my art students to have more hands on, supervised experience rather than lecture time.

Works Cited

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works. (2nd ed., pp. 8, 10-12). Alexandria, VA: ASCD/McREL.