An Art Teacher Who Uses Technology

I recently found this article about a current art teacher in Illinois. Her name is Tricia Fuglestad. As I read through the article, I thought of this class and how well she integrated technology into her art classroom.

Fuglestad is an elementary art teacher with such a passion for what she does. One of the things that makes her teaching stand out is that she makes videos and songs to show her classes. One video is a cute and funny approach on how to clean paintbrushes. She creates characters and voices as them, too. It is so great that she managed to effectively teach the students how to clean paintbrushes while maintaining a fun environment. It seems to really work for her. Fuglestad also works nonstop with creating online portfolios of her students’ artwork so they can “proudly share their art with family members near and far”(Stoffel).  I admire any teacher who cares enough to work long hours on projects for their students.

Apparently Fuglestad is famous in the art education world. She has received awards for her work, and speaks publically in conferences. What I admire most is that Fuglestad used to be a very shy person. Getting an education degree and having this job caused her to “break out of her shell.” As a naturally shy person myself, I can relate to that. I am finding as I continue my journey to be an art teacher with subbing and fieldwork, it is helping me break out of my own shell. In time, I hope to manage a classroom as effective as Fuglestad has. I cannot wait to put my lesson plans to use!

Here is a link to the article: http://www.triblocal.com/arlington-heights/2011/12/22/dryden-art-teacher-unites-art-technology/

Technology Integration Plan

The lesson I chose is an intro to the Impressionist art movement. The original lesson was just a brief teacher-oriented lesson with a Power Point, following a demonstration on how to make a stippled drawing. (Stippling is a form of drawing in which everything is composed of little dots. The closer the dots are together, the darker the object is. In contrast, the farther away the dots are, the lighter the object will be.) After the demonstration, the students would start working on a still life stippled drawing. In this Technology Integration Plan, I have included technology in many aspects, hopefully for the better. I have kept the length of the unit the same: the class meets once a day for 40 minutes. I felt that 4-5 days would be appropriate because stippling is a time consuming process. Since our assignment tells us to “dream big” with technological devices, let’s say that I have a computer, internet access, a printer, a smart board, and iPads. Realistically I probably would not have enough iPads for each student, so I will work with what I have.

Before the unit even begins, the students will be assigned to visit a Playground Canvas on an introduction to Impressionism. (The first row on my matrix) The students will explore the canvas by watching videos, looking at famous artwork of the movement, and other articles that will help them better understand what we will be learning about in class. For homework, the students will comment on the “What Do You Think?” widget what they thought about the Impressionist movement. They should post any questions they have as well. This introduction gives them a chance to practice navigating through the internet, as well as posting educational comments. This will also allow them to look up new information on their own. Hopefully they will find the canvas engaging.

The second row on my matrix focuses on the first day of class when I would lead a lecture with a brief Power Point. The presentation would have some more detailed notes and close ups of the paintings. Afterwards, we would visit the Playground canvas to go over any questions the students had. Then I would still do a demonstration on stippling. Instead of drawing on a piece of paper, I would use a smart board. The smart board is a better alternative because it is easier for everyone to see, rather than stand around me and hardly see anything I am doing. With the smart board, it will also be easier to show how to use different colored dots to get a shaded effect in their coloring.

After the presentation and demo are finished, the students will be given their two in-class assignments. The first would be an individual task to use acrylic paint and paintbrushes to make a stippled tree with scenery. It will be small, like 3”x3”. I want them to do this with fine art materials so they get the authentic experience of how the Impressionist artists did it. Their second assignment will be done in pairs. They will create stippled drawings of one everyday activity of their choice using Ipads. Instead of mixing paint and dabbing with paintbrushes, they will apply color with their fingertips. Chances are they will need to look up images online to use for references. Working on a diad (sharing the same canvas) in groups is important so the students can work on a shared expression. They need to collaborate on what they choose to draw, and how they will do it. Not only that, but I mentioned earlier how I expect not to have enough iPads for everyone, so they will have to practice sharing as well as compromising.

The final part is all evaluating and assessment. Before we have a class critique, they will have to print out their stippled drawings. Printing can be a lesson in of itself, as well as responsibility. There are multiple ways on how to print out images, but it depends on what you have. I imagine they will have to send their canvas to my computer, which will be connected to the printer. They will find their canvas and print it out that way. They will need to make sure that their canvas is completely ready to print. We will hang up all of the projects and talk about them. I would be assessing the students on required parts of the project such as theme and if the drawing was done like stippling. I would also assess their behavior as a whole, mostly their working habits and participation in the critique.

To end this unit, the group projects will be displayed in the school hallway. I want the students’ work to be out for the school community to see. That way they know what we are up to. Not only that, but I want the students to feel some pride in what they have accomplished.

Increasing Student Understanding of Impressionism Spreadsheet

　

Art Teacher vs. Self-Taught Programs

This blog is about a rather interesting article called Art Teaching for a New Age by Sean T. Buffington. Sean is president of the University of the Arts. He talks about how technology is affecting the arts, particularly the programs and software that make creative artworks. With all of the affordable programs out there, anyone can buy or download them. So really, anyone can be an artist. In my personal pedagogy, I believe that there is some truth to that. (The great Pablo Picasso even said, “every child is an artist.”) However, Sean brings up an interesting point that makes me a little nervous for art educators today.

If people can just go and buy art making programs like Photoshop, or even cheaper programs, they can teach themselves how to make art. Even in school, kids are using programs on their devices to make art. If people of all ages can teach themselves art, then what good are art teachers? Is what these people make really art? If so, what is their value? Sean questions if it is the art educator’s job to “sort out the truly artistic from the great mass of creative chatterers.” The question what is art has always been open ended, and probably always will be.

It is a scary thought; the harsh view is that art educators are being replaced by self-taught software and apps. It is important that we incorporate technology into our curriculum, but how far do we go? Is it possible to have too much technology in your classroom? These are questions to really ponder. I think it depends on the students you are working with. It is important to see what the students know, as well as their interests. Some want to be fashion majors, graphic design, painters, etc. Work with them; help students learn what they need to know for their future plans. It is almost like we are transitioning from teachers to mentors, or guides for them. 

Here is the link for the article:

 http://chronicle.com/article/Art-Teaching-for-a-New-Age/140117/

 

Reusing Old Technology

This blog may be a little smart-alec when it comes to Integrating Technology Across Curriculum, but I just couldn’t help myself. I found a website titles Today’s Art Mediums Made Out of Yesterday’s Technology. On this website, there are photos of sculptures created out of old technological parts such as old cell phones, cassette tape, typewriter pieces, and so many other gadgets that we take for granted. Keep in mind that our technology changes so rapidly. Phones that my generation had in middle school are nothing compared to the new and improved phones of 2013. What do we do with those old phones? There’s always recycling, or keeping them for the sake of memories. However, this is a great creative way to reuse them!

I saw these sculptures and thought about how awesome of an art lesson this would be about sculpture as well as the technologies of our history. The students would have an assignment to look up a technological device (I would assign it to them). They would most likely use today’s technology to figure out their device. Then as a class, we could talk about them. We would reflect on how far technology has come in such a short span of time in our history. It really has not been that long; we have come a long way even in less than 100 years! Reflecting on this topic, the students will create sculptures out of old devices that we find. The sculptures will have a theme of “reaching new heights,” because that is what we do with technology.

The whole concept behind reusing technological materials is so awesome! I can see this being an interesting and engaging activity. It will also give the students the chance to reflect a little bit. They are living with the fast internet. They can access unlimited knowledge with the press of a button. Maybe realizing that we did not always have that will make them grateful for what they have.
 

Nike Sneakers

Gabriel Dishaw

made out of computer circuit boards

 

 

Link to Website:

http://www.switched.com/2009/12/08/todays-art-mediums-made-out-of-yesterdays-technology/

Electronic Devices in School

In the past few years, the middle school I attended has become “technologically friendly.” Now that I am a substitute teacher there, it is such a surreal thing to see students typing essays on their tablets or iPods. Not long ago, the same teachers today would have a fit if they saw an electronic devise in their classroom. As we have learned this semester, technology is not going away. Rather than pushing these tools away, schools are starting to embrace it.

I have seen technology in every subject of this middle school. It is astounding how many resources the students can get on the internet that are relevant to class. The art teacher highly encourages them to bring in their smartphones, iPods, tablets, whatever device they have to listen to music and look up images. He only has two computers in his room. If the students need to look up an image to reference while drawing, he would rather them use their devices than wait for a computer. It saves an immense amount of time! Music is also a great motivator while working in art. For some students, music helps them relax, or stay focused.

In the past year that I have been subbing, I have been very surprised at how well the students and teachers handle this change. The teachers no longer fight to keep cell phones, iPods, and tablets out of class. Because the teachers have eased up on this matter, I think the students feel more trusted. Whenever I sub I keep my eyes on those students with tablets to make sure they are doing school-related work on it. I am thrilled to say that I very rarely catch someone goofing off on their device. I think it really matters that these students feel trusted; in that way, they owe it to the teachers to stay on task. At this school, it seems to be working. I only hope that this kind of learning branches out to other schools and communities.

Computer Software in Art Class

As we progress into our world with technology that grows every day, teaching technology is becoming a huge priority. As a future art teacher, I have struggled with coming up with art lessons involving technology. This is a problem for me because I learned fine arts all throughout my schooling, not programs such as Photoshop, or Adobe Illustrator. Even in college I have not learned enough about these programs to teach them myself. It is something I know little about, and understand how important it is that I learn these programs so that I can teach them.

Knowing how to teach these programs is challenging enough. There is a whole other consideration regarding what programs to teach. Photoshop and Adobe Illustrator are fantastic, but they are so expensive. There are other programs such as Gimp, or ArtWorks Basic that are cheaper. Some art programs are even free! You just need to figure out what is out there, and what would work best with your lesson (and your budget). I have been looking up different programs, just to see what is out there. Gimp is similar to Photoshop, but it is free. Picasa is another free source to store and edit pictures. This would be a good program for a photography class.

There are tons of programs out there; you just need to look. Technology is becoming a big part of our lives. It is important that students get an education that is supported by technology because it is out there in the real world. With any education they are given, they should be able to use once they graduate.

Here is one list of programs with their prices:
http://www.artistsnetwork.com/articles/business-of-art/software-websites

Smartphones in the Art Museum

Do you ever recall going into a museum and seeing people walking around with headphones on? These headphones are audio guides that will explain each exhibit in the museum. They are a good alternative if you do not want to walk around on an actual tour guide’s schedule. Now, it is becoming very popular for smartphones to act as audio guides as well! In the art museum, there are various advantages, as well as some disadvantages to this.

On the bright side, using a smartphone can be great to use because it is your own personal belonging that you know how to use. There is no frustration in trying to figure out how an audio guide works. Each museum uses different systems anyway, so why not just use your smartphone whenever given the option? On another note, some people do not think to use an audio guide provided by museums. If they know they can access a guide on their smartphone, some may be more inclined to participate in that.

I recently read the article: Are Smartphones Ruining the Museum Experience? It is about the Dallas Museum of Art having visitors participate in contests to scan certain hidden bars on the walls of the museum with their smartphone to earn points. These points earn visitors things like their rewards program. Author Peter Simek refers it to the visitors playing in a scavenger hunt all throughout the museum. The museum says that this is an engaging activity, but are the viewers really looking at the artwork? Surely some are, but what about others who just want the points? Eric Gibson comments how this concept is ruining the art viewing experience for viewers. Gibson says that art is meant to be observed, and studied. Rather than admiring artwork, we are just merely sightseeing. Rather than staring at Van Gough’s Starry Night in wonder, we look at it and say, “Look kids, here is Starry Night. Let’s move on to the next piece.” Using your smartphone like that at the art museum depersonalizes your experience.

As an art educator, I think it depends on how much the program in the smartphone can do. If it is only a guide through the museum, then it can be a valid source. Anything extra involved really depends on what the viewer gets out of it. When I bring students to an art museum, I want them to be engaged in what they are seeing, above all else. In class, this is a good topic to bring up. It is current, and relative to when they go to museums. I think it would be interesting to hear what students have to say on this matter.
Link to Are Smartphones Ruining the Museum Experience? :
http://frontrow.dmagazine.com/2013/12/are-smartphones-ruining-the-museum-experience/

Jackson Pollock for Elementary Education

I recently discovered a fantastic way to teach elementary education about Jackson Pollock. In case you do not know, he was an Abstract Expressionist artist. Pollock is very famous for his giant paint -splattered canvases. There is a website called jacksonpollock.org where you can create your own Jackson Pollock on your computer. You move the paint around with your computer mouse. Every time you click he mouse, the color of the paint will change. If you move your mouse around quickly, you will get thinner lines. If you move slowly, the lines will be thicker. That is also how you get globs of paint.

Even though this is not the same as throwing actual paint onto a canvas, it is rather enjoyable! This program is even better to use with elementary education because then there is no mess with paint. Plus, there will be more time to create and less time spent on cleaning up. There will be no worries of children eating paint either. Even if the young students do not remember Jackson Pollock, they will get the chance to learn about colors, patterns, and self expression. This program will work on any electronic device. Laptops, smart phones, iPads, even the smart board….Think of the possibilities for them to work on the smart board as a huge canvas! You could make one Jackson Pollock with the entire class that way, too. To present these little masterpieces, you could set them up in a slideshow or print them out and mount them.

This program has a lot of potential. I have used it when I substitute teach. Sometimes if the students are finished with an assignment, I will let them go on the computer to make their own Pollock paintings. I found that it keeps them engaged and under control. This is a program that I highly encourage. It is student friendly, keeps students entertained, and above all else...no mess!
Here is the website: http://www.jacksonpollock.org/

Collaboration Canvas

I selected Amanda S’s Unit Plan on Bullying to remix. I saw her canvas, and it reminded me of my claymation unit question: “How could you overcome your greatest fear?” For some students who are bullied, that is their greatest fear. It hurts to hear when students are bullied every day, and live in fear of what is going to happen to them in school. I thought this would be an excellent collaborative unit plan. In the new plan I remixed, the students would be working together to create a short 1-2 minute claymation video on how they would stop someone, or themselves, from being bullied. I

In my case, the original canvas would not come up in the remixed canvas, so I added a text widget with the link to it. I referenced most of the major points in Amanda’s unit description, and added my part. My question related more to my art project, but is very useful for the language arts part as well. With the photo gallery, I added examples of claymation characters for the students to reference when making their own. I looked for a claymation video where someone was being bullied and the protagonist resolved the conflict, but I did not find any video like this. I did find a video about students who created an anti bully video in their media arts class, which seemed appropriate for this remixed unit. I also added more resources for students on things that they can do to stop bullying.

Link to collaborated canvas: http://www.play.annenberginnovationlab.org/play2.0/challenge.php?idChallenge=2568&mode=edit#network6

Seeing Artwork in a 360 Degree View

This post may not seem like anything special to the average person. However to me, and I hope all of the other art education majors, this is a fantastic tool for teaching art history. I stumbled upon this site a couple weeks ago. It is a 360 degree view of inside the Sistine Chapel. You can see everything! It is simple to navigate and crystal clear once it loads. You can also zoom in extremely close. You can probably see more on this website than standing in the Sistine Chapel itself. There are advantages to having a site like this one when teaching Italian Renaissance Art.

For obvious reasons, it is important to show students artwork in art history. Looking at artwork from all the time periods gives different artists and movements in history an image; a style. When looking at a painting off of a power point, it is easy to explain everything going on in the piece because it is all there on one plane, Artwork on the larger scale, such as sculptures and buildings are difficult to explain in a classroom. The photos of that kind of artwork only have one perspective on pieces with endless view points. To have a site like this one to access the entire Sistine Chapel is wonderful. It is like taking a class on field trip to inside that room, which is rather engaging.

In general, the idea of a 360 degree view would be ideal for all three dimensional art pieces. Since we have this technology, it is more popular to find this technique. I have seen it on several web sources, including The Metropolitan Museum of Art. I feel that this is a huge step forward. Rather than showing students these giant art pieces in disconnected sections (even some sections missing), show them the entire space. That way they are seeing everything that makes up the artwork. Not only that, but they will better understand the lesson being taught.

Link to Sistine Chapel: http://www.vatican.va/various/cappelle/sistina_vr/index.html

 

Unit Plan Canvas

My unit plan was on clay animation. It is a form of film making in which the characters are made of clay. To create movement, you have to move the figure ever so slightly, and take a picture each time you move it. Running through those pictures creates the video. This is an incredibly tedious process. For middle school students, this will be an opportunity to teach them patience. The students would be teaming up to create their own clay animations. The reflection question helps them start thinking about their assignment. The students are to create a short stop motion video about someone conquering their greatest fear.

Due to the topic of my unit, I felt that visual examples were the most important thing to show students. I found other videos on You Tube that looked inspirational. From there, I added on the pictures of different stages of clay animation and the materials used. The other information just followed naturally, helping the visuals support the unit. The last thing I added was the description. The description of the unit connected everything on the canvas.

PLAYground has so much potential, but some things were irritating during the process. Ridiculous as this sounds, I never found the option to delete a widget. I wanted to change my document widget (with the standards) into a text widget. The program would not let me delete it no matter what I clicked! I also can not stand how you can not see the complete video without making it full screen. I know how to embed a video and make it larger on YouTube, but that larger video would NOT attach to my canvas. There is a good chance the main problem was because I was using a PC. When I worked on the mac during the orientation session, the program worked flawlessly. Once I worked on my PC everything went spastic. If I could get PLAYground to work right, I would use it again.

Link to my canvas:
http://www.play.annenberginnovationlab.org/play2.0/challenge.php?idChallenge=2287&mode=view#network6

Technology and Pedagogy

This lesson is for 7^th grade art where the students learn about clay animation, and create their own short animations using new knowledge. I admire anyone who uses clay animation in their work because it can be an incredibly tedious process- especially with kids. However if it is done right, the results are rewarding. The main reason I chose this lesson was because students are creating movies with multiple technological devices as well as fine art materials.

This lesson was created by Connie Ferguson from Arizona. Her lesson plan was very thorough; she had the lesson separated into stages. Starting with having students watch clay animated movie clips, such as Chicken Run and Wallace and Gromit, to forming groups, the movie making process and so on. Connie also had a list of materials and equipment used for this lesson. Many of those materials were electronic devices to make their movies. Connie also included a list of standards that her lesson covers, which is important to include. (Of course, they are Arizona’s standards, not New Jersey’s.)

These technological devices (cameras, tripods, PCs, Macs, and software etc.) were absolutely essential to the lesson. Without them, the students could not do the project. After being taught how to use the equipment, the students were able to use them and make something. Interactive activities like this are good for students; they learn by doing. Honestly, I can not think of any major improvements to this lesson. Connie did an excellent job at clarifying what the students were to do, and what was expected out of them. She even included a rubric for the students to see their expectations. When it comes to lesson plans, it is important to be specific, as well as clear.
Google Sheet:
https://docs.google.com/spreadsheet/ccc?key=0AialxCNkXgNWdEI5WS05Y1FEa21Ca3Q5ZmNPTTlzREE&rm=full#gid=0

Lesson Plan Website:
http://www.incredibleart.org/lessons/middle/Clay-Connie.htm

Teaching Art with iPads

I recently read about art teachers incorporating iPads in their classroom. Some thoughts ran through my head as I read the title… How did these teachers acquire so many iPads for art class? What could they possibly be teaching that needs an iPad? How can teaching art on an iPad compare to using the fine arts? Turns out there are many benefits from this new art tool, that I never realized.

There are a couple different stories and scenarios to how these teachers got iPads for their classes. One teacher works for a school that has iPads that circulate all over the school; one grade uses them at a time. She has enough iPads for everyone in her class to have their own. The other teacher only has six iPads right now. She has gotten these iPads from different sources. Some were donated, others she earned from a grant she applied for. This teacher has to come up with two lesson plans, one that includes using iPads, and one that does not (but they have to work together). That way her students can rotate lessons. This could be difficult at times, and it would be ideal to have an iPad for each student. That way everyone is on the same page.

These teachers stated many things that the students learn from using the iPads in art class. They do learn various fine art techniques such as drawing, painting, transparency, color theory and much more. On top of that, with the iPad they learn new digital skills along the way. Some digital skills that students learn can be applied to other classes. One teacher mentioned how forgiving art on an iPad can be. It is so easy to undo a mistake, and re-arrange a composition. There are obvious differences between the fine arts and art on an iPad. Thanks to certain apps on the iPad teachers are able to teach what is in their curriculum, whether the project is done on an iPad or with the original medium.

According to one of the teachers, “It is important for students to learn how to create digitally using 21st century technology in order to succeed in the future.” There is a lot of truth to that. As we have learned, technology is constantly evolving, taking us with it. Having the students learn these technology skills will help them down the road.
Check out the reading here:
http://ipadsinart.weebly.com/

History of Technology in Art

 

Pencil...Probably still the most effective and basic tool in art class.

Visual Arts Workshop- Digital Technologies in the P-12 Art Classroom

Hey there Art Education majors! I am sure most of you have heard about the class you can take instead of the required Graphic Design. On WESS, it is called Visual Arts Workshop- Digital Technologies in the P-12 Art Classroom. I took this class last fall, and found it incredibly helpful. This blog is about some of the things I learned in class, and why this class is so applicable to future art teachers. If you are not so tech savvy, like myself, this is a great class for you. It teaches different ways to incorporate technology into an art classroom. Art has a lot of hands-on activity, and that is still true when you include technology into your lessons. The major technologies we learned about were using Power Point, podcasts, videos, and blogs.

The first technology source we went over was using Power Point. It is a clean and organized way to present new information to students, and it is especially helpful for visual learners. You could design a lesson that uses a Power Point. Another example is to teach the students how to create their digital art portfolio using Power Point. For those who need to hear new information, podcasts are another great approach. Imagine leaving substitute plans through podcasts; that could help maintain regular class routine even while you are out! You could assign students an artist biography podcast; it sure is a creative alternative to written biographies.

For combining visual and audio learners’ needs, short videos can be used to get a point across. For example, make a video of you presenting a demo and show it to your class rather than present it. That way, you can save on time so the students have more time to work. If anybody is absent the day you show the video, it would be very easy to have them watch it when they come back. In case you did not know already, there is a lot to making a demo video. You need to know how to work the video camera, as well as the program you are editing the video on. It is a good idea to include music in the video, especially for any pauses, or times when you are fast forwarding through parts. Trust me, it is very rewarding to see the complete video. Better yet, it is a useful source that you will always have, and can incorporate to all different kinds of lessons.

Another major way to incorporate technology into your classroom is to have a blog. Having a class blog is a professional tool for yourself. In this class, we discussed the importance and purposes of having a blog. It is where you can choose to put some information about yourself to parents, and potential employers. Some information that would be good to put on a blog would be a brief biography, resume, teaching philosophy and contact information. You can also post what students’ projects are, any Power Points, videos or pod casts that you may have. So if a student is absent, you can have them look it up in the blog. It is a rather nifty thing to have.

It is important to acknowledge how fast technology is evolving, and it is becoming something we can not live without. Students can apply the technological aspects to any class. For those students who are not strong in the fine arts, this can be an alternative for them, one that may catch their interest. It can only open to more opportunities for students to express themselves. After all, practically anything can be art. These Power Points, podcasts, videos and blogs have artistic values and skill that do matter. They can be applied in the art class, as well as the real world.

Technology Autobiography

Technology and I have never been the best of friends, however there are some communications technologies that have definitely made my life easier. The three most influential communications technologies that I have are my laptop, my cell phone, and my digital camera.

The most influential communications device I have is my laptop. It is the device that I access everything involving the internet. There I communicate through emails, facebook, and other numerous social mediums. The newest communication use is AESOP, where I find substitute teaching jobs. AESOP gives me a chance to reach out to these teachers with any questions I may have; and teachers can reach out to me if they so choose to inform me on anything prior to subbing. Besides using my laptop for communicative purposes, it is my main source to learning new information. All I have to do is type what I want to know in a search engine, and off I go, to learning more than I already knew.

I am very grateful to have my laptop, however there are times when it does not work. For instance when I lived at MSU, my laptop had a serious freezing problem. It would constantly freeze up; it would take hours to complete a task when it should have been done within minutes. No matter who I brought it to, it would come back acting just the same. It was so bad to the point where I would strongly consider throwing the possessed object out the window… A broken laptop postpones schoolwork, and that is never a good thing!

I mostly use my cell phone to call and text people. I am not a huge fan of texting, but it has come in handy numerous times. I text to contact people when I am not in a good place to call them. Texting and calling people on the phone is a huge time saver. If I have a question, or need to contact someone immediately, I can ask them and usually get a response within minutes. It sure beats waiting until the next time I see the person face to face. The only problem I have with my cell phone is when I have poor connection. I hate it when my phone looses connection, especially when I am on the phone talking to a potential employer. It is embarrassing calling them back like that.

The third most important communications technology I have is my digital camera. One of my favorite art mediums is photography, so I do take a great deal of photos. Sharing photos is a way of communicating using a few, or sometimes no words. I usually will share my photos on facebook as a way to let close friends and family see what is going on in my life. In case you do not know, some digital cameras have lots of buttons, switches and features. Like any other device, I learn how my digital camera works by using it, and doing some trial and error. Whatever I can not figure out on my own, I can learn by reading the directions or asking other people. Honestly, I have not had many camera problems. I think the worst thing that can happen is the battery dying, or the camera physically breaks.

The students in the video brought up tons of different aspects to using technology. I would say that I use my three devices similarly to the ways that the students do. Most use their devices even more than I do. I agree that technology has become so important in our lives that it is going to help us evolve as humans, for better or for worse. Unlike the student that mentioned they would not care if their devices were glued to them, I am very opposite of that. Despite how helpful technology can be, I like being able to put my phone down and have some time for myself, not worrying about who is trying to reach me. I most related to the girl who was ranting about the abbreviations with texting. I loved her comment, “I am a person, not a computer.” I have had text and email conversations with people that were very abbreviated and short; it’s just not professional. It is a very different feeling having a conversation via text or email compared to face to face. Even though technology can be easier at times, it takes away a very personal aspect to conversation.