This class helped me to grow as a student and a teacher. I found a new confidence in my technology skills and knowledge because of this course. This course helped me to view technology as an application, a tool, and as a product.
Before taking this Digital Graphics course I thought that graphic designers just piddled with things until they looked good; and in order to be a good designer, a person simply had to have good taste or talent. But I now know that there is an art and a science that goes into graphic design. C.R.A.P. is a nice acronym, because not only is it catchy due to being vulgar; but, after employing the elements, I know what the acronym stands for. Graphic designers use Contrast, Repetition, Alignment, and Proximity to make visuals that are appealing to the eye artistically, while also implement relaying information. The four principles, though not necessarily defined, have been used for hundreds of years, which I learned by studying visuals in The Book of Kells, an ancient text. However, recently, I used my knowledge to help a friend. She is starting her own business and is making business cards. She said to me that she does not like them but doesn't know exactly what she doesn't like about them. I took one look and started to see where words were out of alignment and contrasting colors were not creating the effect that she wanted to portray for her business. As for the classroom, I plan to teach my students about the four principles of design because it is knowledge that can be applied in different ways. Therefore, C.R.A.P. is timeless in its uses and applications; and still provide the same exchange of art and information.
When creating the web page through collaboration, I had the smoothest experience with this project coming together than previously. Perhaps it is because this is the third time for a group project and all things are easier with repetition; or perhaps now I have learned how to collaborate, what connective reasoning actually is, and the expectations of web 2.0. I worked with two other students on the required six pages for the web site. We divided the work equally, each taking two pages. Then we used Google Docs to keep a running tally of our collaboration and communication. I learned and shared information with my co-workers. For example, I learned about an extra step that needed to be done when saving an animation onto the webpage, which I had not figured out on my own. In the past, when I couldn't figure out a step by myself, I took the deduction in points because in my mind the assessment was about what I could perform alone. However, web 2.0 is all about the sharing and exchanging of ideas and information in order to make a better product on the whole.
The next week, I then turned around and shared this new knowledge and eye-opening experience with my colleagues at a technology conference. While teaching a class to my peers, I was able to pull up the Google website that my group had created, as well as the document that provided information on how we collaborated effectively. At one point on the document a partner and I were typing at the same time and we made reference on the document that we could see the other person typing in real time.
Another way that I used building the website to change my use of the internet was by searching for information that was already out there. I was responsible for the "How To" page on animation for our web site. I searched YouTube videos and tutorials to show how to use two new animation sites. I realized that my experience with YouTube was a productive, learning, and thoughtful. By watching the YouTube video, I could pause, rewind, reference, skip, and basically alter the information to fit my needs.
In the future I would like to do more research and learning about how games are used in the classroom. I have heard about Call of Duty missions (which is not classroom appropriate to play, but students refer to the game) and Oregon Trail, but I would like for more interactive games to be implemented for high school level students. For example, a game about the struggle for civil rights, or building a government, or maybe being able to virtually play with chemicals to provide a reaction. I have already had many ideas on how to implement building websites for my students. This can be done cross curricular, can be for subject information, or even student centered learning. I would like to research more on how to be sure that students are collaborating appropriately with each other and be better able to monitor. I know that the history of a document can be traced, but using web 2.0 productively can be a challenge for the teacher; even though there is responsibility that is to be placed on the students.
This course was not difficult by way of skill and product, but it gave me the push that I needed to flip my way of thinking about using and implementing web 2.0 and technology into the workings of my classroom. Whether the workings be about the house keeping chores, student collaboration, or even products. I now have ideas to do, try, and share.
