I believe “digital media” has an abstract definition. The denotation, I assume, would have a strong regard for electronic processes that present something sensory and changing. For example, not a light-producing lamp, but a projection of a video. Not tray of old Kodak slides, but a PowerPoint presentation embedded with digital images of artwork.
Traditionally, classroom lessons have been facilitated by bulky textbooks, fuzzy slides, and the occasional warbling VHS tape. Recently, however, such limited aides are being replaced with digital tools. These new tools are significantly more useful, portable, and efficient than older, physical tools. Such digital media tools are particularly helpful in incorporating art into a traditional classroom setting.
For example, an undergraduate art education class taught me one way to bring art into a schoolroom: I had to research a particular museum and exhibit and create a compelling PowerPoint presentation and related in-class activity. My professor offered this project as an effective way to bring a museum to a classroom when the students are unable to go there in person. This lesson plan is particularly useful in situations with students who are physically or fiscally unable to take fieldtrips. It may also be utilized in non-art classes by focusing on science museums, aquariums, et cetera,
When I was a child, digital media had very different manifestations. My largest exposure to digital media was the educational computer games that my parents made me play each school night. These educational games included Oregon Trail, Mavis Beacon Teaches Typing, SimCity, Where in the World is Carmen Sandiego, and Where is the US is Carmen Sandiego. From them I learned empathy, state pride, typing skills, problem-solving skills, geography, and more. And, the best part is, the game play format made me enjoy learning it.
During college I became familiar with several digital processes. However, I would not say I have mastered any one of those. Now I work with Photoshop, Illustrator, QuarkXpress, and FTP programs every day at my job. I am very interested to learn how to better incorporate such technologies into a classroom as teaching aides, not just direct curricula. Other that how to accomplish the previous statement, I do not think I have any other questions at this time. As they arise through the semester, as I am sure they will, I will be sure to ask.
When you mentioned playing the Oregon Trail game that brought back memories. In elementary school, that used to be a reward for getting other lessons done. If you finished early you could take turns playing that game on the classroom's one computer.
ReplyDeleteI enjoyed your description of your college project; bringing a museum into the classroom. I think this kind of thing could have a really positive impact on schools without the budgets for field trips. It could also help schools where teachers feel pressed to spend the majority of class time preparing for standardized tests instead of going outside of the classroom. In addition, getting students involved in the design would help them think about what they are seeing and why they are being asked to learn about it.