Selecting and Integrating Web 2.

0 Tools in the Art Classroom Jen Rempel University of Lethbridge

Web 2.0 in the Art Classroom

Abstract The internet can play a large role in learning within todays classrooms, although a positive outcome is not guaranteed it can be closer obtained with thorough exploration, research and competency. There are inherent links between the e-learner and Constructivist learning methods which create an environment that is conducive to constructing meaningful knowledge including 21st Century skills. Using a conceptual framework, this paper researches five Web 2.0 tools for use within the High School Art Classroom in accordance with the Alberta Education Program of Studies. From selecting a tool to exploring possible links to both the curriculum and 21st century learning and devising a pedagogical approach for implementation, this framework attempts to provide a detailed look at a variety of Web 2.0 tools. Ultimately, successful integration for learning lies in the hands of educators and learners, reinforcing the necessity for Constructivist methods which encourage the pursuit and effective implementation of knowledge (Perkins, 1999).

Web 2.0 in the Art Classroom

Selecting and Integrating Web 2.0 Tools in the Art Classroom As 21st Century skills are being integrated into the schools, students and teachers alike are being introduced to a variety of online programs to enhance and enable learning. The benefits of this shift allow classrooms to open up beyond their walls, positioning teachers and students within the global community that the internet houses. In order for computers to play a role in learning, they must not take the role of the teacher, but of a partner in learning and through this partnership students will no longer be required to remember information that can be accessed via the internet at any time, freeing up learners to reach higher levels of constructing knowledge (Chan, n.d.). The use of the internet in the classroom does require learners to have a specific set of characteristics for learning. Learners need to be self-regulating, problem-solvers that can work with others in constructing knowledge. Sound familiar? These characteristics can all be found in a Constructivism. There are three types of learners in Constructivism; active, social and creative (Perkins, 1999). Constructivism encourages learners to take an active role in learning while they construct knowledge individually and socially, creating an environment that is conducive to web-based learning (Chan, n.d.). While both Constructivism and the internet provide platforms for students to reach a higher level of learning and take ownership of their acquisition of knowledge, teachers should not simply use Web 2.o tools because they are available. Careful consideration and research should be employed to ensure that the integration of the tools enhance and enable learning: tools that students can pair up with to construct and explore knowledge. This research paper is based on the understanding that integration

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of the internet in the classroom is beneficial for student engagement and construction of knowledge, enabling learners to reach higher levels of learning (Chan, n.d.). However, using the internet for internets sake can guide leaners and teachers down paths that stray from learning, the curriculum and links to real-world skills. With the magnitude of online programs available, how do educators go about selecting which tools to integrate into their classrooms? This paper will use a conceptual framework, Figure 1, for exploring 5 separate online tools specifically selected for integration and use within the Alberta Art Curriculum High School Division Four, to determine their ability to enhance and enable learning while ultimately gathering information to deduce their effective usability within the art classroom (Rempel, 2013). Web 2.0 Tools Within the Framework Viewing Art - Google Art Project (Google, 2013) The Google Art Project is a project under the umbrella of the Google Cultural Institute which is a partnership between the information mogul, Google, and institutions from around the world that house culture and art. The Google Art project provides digitized replicas of master artists and cultural artifacts. These images are of the highest-resolution so that they can be observed from the web as close as if one were standing right in front of the piece. The user can search for artists or art work, save their searches to create their own galleries and also use a Compare tool to view two pieces at the same time. Lets explore the Google Art Project using the research model to see if it could work in an art classroom:

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Select a Tool - list of questions to ask Familiarity with this tool would be a benefit as it could be used to its full potential. Google Art Project is free, however, favourites and galleries will not be saved unless the user has a Google account, which is also free. Planning involved would be researching the art images and compiling them within a gallery or selecting two images to compare in a critique type setting. Amount of planning would be dependent on if the art work that is being researched is already decided upon prior to using the tool. Implementation for students to use Google Art Project would require them to have their own Google account, or use a generic classroom account. The benefits include the quality of the art work that has been collected and the ease of collecting and comparing pieces with the click of a button, also it is a free tool. Drawbacks would be having to create an account, also not every art work or cultural piece is housed in the database leaving some artists and works left out. Assessments for this tool would be formative, most accurately would be both teacher and students feedback. This tool could be used for both formative and summative assessments. Full integration would be both teacher and students using this program in a setting to explore art work and different movements and techniques, resulting in critiques, creating new art work based on techniques and presentations. There are no tools that are similar in that one can search and compile images of this caliber within a single tool. Links to the Alberta HS Art Curriculum Google Art Project, because of the amazing detail that can be observed with zooming in, can be used for examining techniques through drawing, learning about

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compositions and encountering art across the decades, meeting all three of the main objectives. Links to Alberta Ed Framework for Student Learning Google Art Project, when fully integrated, can meet all of the criteria within the framework. Instructional Method for Integration The pedagogical methods best used for implementing Google Art Project would be based in Constructivism. Either through social learning with partners exploring the tool or creative learning by discovery (Perkins, 1999). This tool could be used entirely in an online capacity, or brought into the real world by using it to construct knowledge and recreate techniques that master artists have explored. 2. Virtual Art Gallery - CanDo Interactive (CanDo Interactive, 2003) Virtual Art Galleries can provide students and teachers with the opportunity to expand their audience beyond the walls of the classroom and school. CanDo Interactive is a program that not only enables students to create their own Virtual Art Gallery, but also has the technology to record a voice-over for each art work, allowing the artist to be the docent at their own gallery! What does the framework show: Select A Tool - list of questions to ask Being familiar with this tool prior to implementing it is necessary, there is a support service provided which is an added bonus. The costs are not listed on the website, however there are educational discounts that can be obtained upon contacting the company. The planning involved would be extremely detailed and time consuming. Not only would implementation require that each student learn the program, but also

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photograph their work and edit those images for optimal resolution prior to uploading them to their gallery. The benefits are that in reality, for a student to have a solo show, is not very likely and would be very costly. In this sense the costs would be offset in not requiring the real world space and considerations that come into play when putting up a real world show. The drawbacks would initially be the costs, however if used over time with a multitude of classes, then cost could become effective. Other drawbacks are that the tool only currently works on a PC platform. Assessments for effectiveness could include teacher, student and visitor feedback. Assessments created from this tool would be a combination of formative through mini-critiques, checking on understanding of the program as well as summative, primarily project-based. Full integration would be to utilize this tool throughout the semester, where students are adding and displaying their work for the teacher, peers and others to view. Similar tools would be to set up a Virtual Environment, for example in Firestorm, where each student could have their own avatar and display their work in a space that they would construct to house their gallery. Links to the Alberta HS Art Curriculum Drawings, Compositions and Encounters with Art would all be explored using this tool, since it is a platform to display and observe student art work. Links to Alberta Ed Framework for Student Learning When integrated effectively, CanDo Interactive can meet all of the criteria on the framework. Instructional Method for Integration Optimally, as mentioned in the introduction, Constructivism would be the most fluid method for instruction. Exploring the technology in small group interactions,

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encouraging students to connect to prior knowledge and utilizing students that are quick to pick up or are familiar with the tool to run learning centres for their peers would be a great way to collaborate and construct knowledge. This tool would be entirely online and could even be used as a jumping off point towards online critiques and blogging of peer work. 3. Website - Weebly (Weebly, 2013) Weebly is an online Content Management System that provides users with the technology to create their own website and/or blog. It also has an educational version where teachers can set up classroom websites along with individual student websites that are all accessible from one location within the teacher account. This tool allows for predesigned customized templates, enabling the user to personalize their website. How does Weebly look in the framework? Select A Tool - list of questions to ask Being familiar with Weebly is beneficial, however there are a vast array of tutorials both video and text to assist in the process. The cost is free, with the option of upgrading to access additional tools, ie. MP3 player. The planning involved is quite a lot in that each student site needs to be created and the access provided to each student. The implementation, thanks to the user-friendly platform, would not take very long and utilizing the aforementioned tutorials would be beneficial and encourage self-guided learning. The benefits of using Weebly are numerous; increased access to the digital classroom for administration and parents/guardians, providing students with their own online presence, real-world skills that go along with creating a website, providing a platform for students to comment on and view one anothers work and housing a digital

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portfolio of student work. Drawbacks for this tool are concerns for internet safety and the potential for bullying if the blog/comment sections are implemented. Assessments can be done on Weebly by student feedback and also researching what other educators are doing with Weebly. Assessments using Weebly can be both formative and summative. Full integration of this tool would be each student creating and maintaining their own website housed within a teacher accessible back end. Students viewing, posting, commenting and compiling research on their own personalized website. Parents/Guardians accessing their students websites and the class website. Teachers maintaining a class website with up to date class activities and highlighting student work. Similar tools would be WordPress or Wikispaces. Links to the Alberta HS Curriculum Weebly has the capability to link to two out of the three main objectives in the HS Art Curriculum; Compositions and Encounters with Art. It does have the possibility to highlight students work in the remaining objective; Drawings. Links to Alberta Ed Framework for Student Learning Weebly, when integrated fully and used in relation to the curriculum, meets all of the framework. Instructional Method for Integration Optimally, the type of learning method would be discovery or exploration. There may be the necessity for a brief tutorial for the beginning stages of logging on and getting started, however, that can be initiated by the teacher, students or even online tutorials found by students. With the initiative and incentive to create an extension of their own work and ultimately themselves, students will inevitably enter into a

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Constructivist method of learning this tool, taking ownership of their own learning (Enonbun, 2010). This tool is entirely online, however, if students are creating, photographing and editing their work for an online portfolio, then that would take place offline. 4. Video - ART 21 (PBS, 2013) ART 21 is a series on PBS which documents currently practicing artists in video format. This tools provides viewers to explore contemporary artists and art work. There is also a section for educators where each season and episode has a document providing further information on integrating ART 21 as a tool in the classroom! What does ART 21 look like in the framework? Select A Tool - list of questions to ask Being familiar with ART 21 would allow an educator to maximize the potential, their website provides an in depth look at ART 21 history and what it can offer in an educational setting. There are no costs as each episode is available to stream online. Planning involved is very detailed, in that pre-screening the episodes would be necessary as some content may not be suitable for some audiences. However, with the educational material provided, including discussion topics and even project ideas to go with some of the featured artists episodes, there is assistance for planning. Instructors should be familiar with the material prior to showing it so that follow up discussions and projects are well-planned, requiring greater time and understanding on the part of the educator (Windschitl, 1999). Integration into the classroom would only take up the time required to watch an episode and the class time following for discussion or projects. The benefits for using ART 21 are introducing students to artists working today. Providing

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examples of art work and themes that are currently being explored will expand the learners knowledge and familiarity with art and the meme surrounding contemporary art. Drawbacks would be that some of the content, as previously mentioned, could be inappropriate for some viewers so extra caution to ensure that school policy is being followed when screening the episodes is advised. Assessments of this tool would be student feedback as well as talking with other educators and classes that have integrated ART 21 into their classes. Assessments created from this tool would be both formative and summative, for example, discussions following would provide teachers and students the opportunity to evaluate their understanding of art and art terminology while using ART 21 to do research on an artist for a presentation or creating an art piece based on an artist, would place it in the summative category. Full integration would include the aforementioned assessments along with implementation of materials provided by ART 21 for further discussions and projects. Similar tools would be YouTube or DVDs, however, they do not provide additional material for educators. Links to Alberta HS Art Curriculum Depending on the projects that could develop from watching an episode/artist, all three of the major objectives could be met. Links to Alberta Ed Framework for Student Learning When integrated successfully and using the tool to its full potential, with additional materials, all of the framework could be met. Instructional Method for Integration Maximizing this tool would require a Constructivist approach, while watching an episode may appear to be more of a traditional style of instruction, discussions, debates,

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and projects that follow an episode push it past traditional or solely lecture based and into Constructivism and Project-Based Learning. 5. Museums and Art Galleries - MoMA Online (MOMA, 2013) MoMA is an art gallery located in New York, NY. It has exhibited both modern and contemporary art since 1929. Their online presence is just as formidable as their real world presence. MoMA Online is a gateway for educators and students to explore both art and the art world. There are several sub-sites to visit from this gateway including MoMa Learning - for self-directed explorations into art movements and artists, School Visits @ MoMa - where field trips can be planned along with resources for lesson plans in relation to a class visit, The Online Connection - where art works can be viewed, Destination Modern Art - where Division 1 or ages 5-8 can explore art in an interactive environment, and lastly Red Studio - which is a collaborative result between the MoMA and high school students where explorations of art and artists are compiled from a teen perspective. MoMa Online within the framework: Select A Tool - list of questions to ask Being familiar with the MoMa Online would ensure that it would be used for all that it has to offer pushing it beyond being a source for images and research for class presentations or introducing concepts. This is a free tool available to anyone with an internet connection, no account required! The planning involved could be minimal or detailed depending on the user and purpose. Implementation would be swift in that there are no programs to learn, this tool is a gateway for exploration. The benefits are the many attributes and platforms that it can access and offer. MoMa Online provides the opportunity for students to become familiar and comfortable viewing and

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experiencing modern and contemporary art and artists which is an important foundation for a competent art practice. Drawbacks are that some content may not be appropriate in the art work that is displayed. To ensure proper procedures, school policy would need to be followed in regards to what should be shown. Assessments for the tool would be student and teacher feedback. Assessments used because of this tool could be both formative, in the form of discussions or activities, or summative, in the form of presentations or projects. Full integration would include the use of each platform, excluding Destination Modern Art which is for Division 1, within the classroom environment. Red Studio, since it is specifically created by and targeted for high school students, would be a great tool to maximize for integration. Similar tools would be other museum websites, however, in regards to the Red Studio - it would be difficult to find a similar tool. Links to the Alberta HS Art Curriculum Compositions and Encounters with Art would be the primary objectives met through the integration of this tool, however, Drawings could be integrated if projects were assigned based on tools and material provided from the MoMa Online. Links to Alberta Ed Framework for Student Learning When fully integrated, the MoMa Online would meet all of the criteria within the framework. Instructional Method for Integration From self-directed explorations to debates, discussions and presentations, the MoMa Online provides many opportunities for Constructivist methods. The Online Collection, could be used for a straight lecture style lesson, however, providing students

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with the opportunities to create their own knowledge will extend their understanding of concepts (Perkins, 1999). This tool is entirely online, however, offline follow-up activities could be initiated. Conclusion and Recommendations As with any online activity, teachers and students should be aware of the importance of internet safety and digital citizenship prior to the integration of online tools in the classroom. There are flaws in this research model in that both teachers and students are not controlled variables. It is up to the teacher and students to inspire and pursue learning, integrating the tools listed in this research paper does not guarantee that all of the criteria within the framework will be met, however, integrating Constructivist methods will encourage characteristics for navigating Web 2.0 (Enonbun, 2010). Further research into understanding how art educators select internet tools, art student preferences for internet tools, and assessment for internet tools in art and the art assessments these tools can create would provide further understanding of Web 2.0 in the art classroom. There are a great number of tools that could be integrated into the art classroom, the challenge for teachers and students alike, is to become familiar with the available tools and if these tools can further their learning and enhance their art practice.

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References Alberta Education. (1986). Art. Edmonton, AB: Alberta Education. Retrieved from http://education.alberta.ca/media/313033/shargen.pdf Alberta Education. (2011). Framework for student learning: competencies for engaged thinkers and ethical citizens with an entrepreneurial spirit. Edmonton, AB: Alberta Education. Retrieved from http://education.alberta.ca/media/6581166/ framework.pdf CanDo Interactive. (2003). CanDo Interactive. Retrieved from http:// www.candointeractive.com/ Chan, D. (n.d.). The Role of ICT in a Constructivist Approach To the Teaching of Thinking Skills. Retrieved from http://www.learnerstogether.net/home/ 2006/3/14/role-of-ict-in-constructivist-teaching-of-thinking-skills.html Enonbun, O. (2010). Constructivism and Web 2.0 in the Emerging Learning Era: A Global Perspective. Journal of Strategic Innovation and Sustainability, 6(4), 17. Google. (2013). Google Art Project. Retrieved from http://www.google.com/ culturalinstitute/project/art-project MoMA. (2013). MoMA Online. Retrieved from http://www.moma.org/learn/teachers/ online#course5 PBS. (2013). Art 21. Retrieved from http://www.pbs.org/art21/ Perkins, D. (1999). The Many Faces of Constructivism. Educational Leadership, November, 6.

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Rempel, J. (2013). Conceptual Research Model for Selecting & Integrating Technology into Art Education. Savage, E. N. (2002). A Conceptual Framework for Technology Education: A Historical Perspective. Journal Of Technology Studies, 28(2), 98. Weebly. (2013). Weebly Features. Retrieved from http://www.weebly.com/#features Windschitl, M. (1999). The Challenges of Sustaining a Constructivist Classroom Culture. Phi Delta Kappan, 80(10), 751.

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Appendix A Figure 1: Conceptual Research Model (Rempel, 2013)

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Conceptual Research Model - Text Format (Rempel, 2013)

Conceptual Research Model for Selecting & Integrating Technology into Art Education Selecting a Tool

- list of questions to ask when selecting a tool. 1. Are you already familiar with the tool? 2. What are the costs? 3. What planning is involved before, during and after integration? 4. How much time will it take to implement it? 5. What are the benefits of using this tool? 6. What are the drawbacks of using this tool? 7. What assessments can be used to determine the effectiveness of this tool in the classroom? 8. What assessments will be used because of this tool? 9. What would full integration look like in the classroom using this tool? 10.Have you researched this and similar tools thoroughly?
Instructional Method for Integration

- which pedagogic methods are best suited for this tool?

Links to Alberta Education Framework for Student Learning

1. Student Centered 2. Literacy & Numeracy Foundation 3. Competencies a. Critical Thinking, Problem Solving and Decision Making b. Creativity and Innovation c. Social, Cultural, Global and Environmental Responsibility d. Communication e. Digital and Technological Fluency f. Lifelong Learning, Personal Management and Well-being g. Collaboration and Leadership 4. Subject/Discipline Areas 5. Engaged Thinker, Ethical Citizen, Entrepreneurial Spirit http://education.alberta.ca/media/6581166/framework.pdf
Links to the Alberta HS Art Curriculum

1. Drawings or Delineations: all the ways we record visual information and discoveries, through Recording, Investigating, Communicating, Articulating/Evaluating, 2. Compositions or Structures: all the ways images are put together to create meaning. Through Components, Relationships, Organizations. 3. Encounters with Art: where we meet and how we respond to visual imagery. Through Sources of Images, Transformations Through Time and Impact of Images. http://education.alberta.ca/media/313033/shargen.pdf