Annotated Bibliography
EDCO 305: Technology in the Classroom
Resource
TEDx Talks. (2015, April 2).
Learning Styles and the
Importance of Critical
Self-Reflection | Tesia
Marshik | TEDxUWLaCrosse
[Video]. YouTube.
https://www.youtube.com/wat
ch?reload=9&v=855Now
8h5Rs
Emily Bowers
Annotation
In this video, Tesia Marshik
debunks the myth of learning
styles, stating that, while
everyone has learning
preferences, they don’t
actually enhance learning.
She argues that learning is
the same regardless of how
the material is presented. As
a result, Marshik urges that
learning is best stored and
taught in terms of meaning,
context, and the use of
multiple senses.
Application
The first application in using
the source ideas with
technology would be to teach
my students using different
styles. For example, if I am
teaching a unit on Vincent
Van Gogh, students can
watch videos about him, they
can create works based on
his own, or they can reflect
on the material through a
Kahoot or Quizizz game. The
second application I would
make would be to aid my
students in finding meaning in
their artwork. This will enable
them to better remember
what they learn and will give
me the opportunity to teach
them using multiple senses.
Continuing with the Van
Gogh example, students
could visit a museum
featuring his work, where
they would see the textures
of his paintings up close.
Students could then apply
that visual to the creation of
their own layered paintings,
where they would be able to
physically feel the texture. In
completing their work,
students could document
their art and host an online
and in-person gallery. This
would allow students to see
the context of the work they
create, as well as find
meaning in it, since it is their
own creation, while also

Ross School. (2012,
December 5). ​Todd Rose:
Myth of the Average -
Variability Matters/Ross
Institute Summer Academy
2012​ [Video]. YouTube.
https://www.youtube.com/wat
ch?v=UVbFGjpfMUg
In this video, Todd Rose
discusses that the idea of the
average learner is a myth.
Rose states that we can more
readily accept that people
have varying shoe sizes than
levels of intellect or creativity.
He argues that believing in
variability is the best way to
combat this myth and to
create a learning environment
that allows for individuals,
and their talents, to rise.
utilizing technology.
The first way that I would
apply the ideas of this source
would be to utilize technology
in my classroom in a way that
embraces the variability of my
students. If a student needs
closed captioning to
understand what they are
watching, then I will make
sure to only show videos that
enable it, as well as videoing
and captioning my own
art-making demos. If a
student needs something
read to them, as in
text-to-speech, then I will be
sure to read any art-related
books aloud or only purchase
art textbooks with a
component that allows for
that accommodation.
Regardless, I will ensure that
each of my students are able
to utilize the endless
opportunities of technology in
ways that boost their
learning, instead of
separating them from their
peers. The second way that I
would apply these ideas
would be to implement
technology in finding out the
variability of the students in
my art class. I can do this by
creating online games, such
as Quizizz or Kahoot, that
have them answer questions
about themselves, their
preferred learning styles, and
their favorite artists or art
mediums. I can also do this
by having students create
introduction slides similar to
the ones created for this
class, which would enable me

Nediger, M. (2020, June 25).
What is an Infographic?
Examples, Templates,
Design Tips​. Retrieved
October 06, 2020, from
https://venngage.com/blog/w
hat-is-an-infographic/
Device-Free Moments​. (2020,
May 11). Retrieved October
06, 2020, from
https://www.commonsense.or
g/education/digital-citizenship
/lesson/device-free-moments
In this article, Midori Nediger
describes what an infographic
is and how it can be created
and used. Nediger offers a
multitude of completed
examples of the various kinds
of infographics, as well as
templates to complete similar
ones. She also links many
sources, websites, and
resources to help beginning
creators.
- “Device-Free Moments”
- “Why is it important that we
have device-free moments in
our lives?”
- Grade-level Band: 2nd
- This lesson plan helps
students to learn and
understand when it is
appropriate to use technology
and when it’s not. Students
are also given the chance to
create family rules for
to visually see how each
student not only learns, but
creates, and interacts with
technology.
The first way that I would
apply this to my content area
would be scouring the article
for student-friendly resources,
websites, and templates that I
can employ in my art
classroom. For example,
Nediger breaks down the
steps to creating an
infographic, so I would
reword her steps to make
them understandable for
students aged anywhere from
5 to 18 years old. I would also
apply this source to my
classroom by having students
utilize its links to create
infographics at the beginning
or ending of projects, to
inform their peers of art room
happenings, or to simply use
as a project. Furthermore, I
would utilize these links and
resources to create my own
infographics to aid in my
teaching.
https://coolinfographics.com/b
log/2014/8/11/can-i-use-that-
picture.html
I can apply this lesson to art
by first altering the questions,
examples, and scenarios to fit
my classroom. For example,
on the day of the lesson, I
can have students enter the
room as I sit at my computer.
I will act as if I am so involved
in my device that I do not
notice they are in the room.
This will lead up to the
lesson, as they will already

CAST. (2016). ​UDL Tips for
Designing an Engaging
Learning Environment​.
Retrieved October 06, 2020,
from
http://www.cast.org/publicatio
ns/2016/udl-tips-designing-en
gaging-learning-environment
device-free time at home,
allowing them to apply what
they’ve learned in the
classroom, to their lives
outside of it.
This article discusses
engagement and its essential
role in both learning and
UDL. It also offers ten
different tips for emphasizing
engagement in the
classroom, along with
examples to try and follow-up
questions to ask.
have seen a situation where
devices were distracting. I
can further apply this lesson
to my content area by having
a time set-aside during class
where all devices are turned
off and students are able to
focus solely on the project
they are creating or the
conversations they are
having. Another way I can
apply this lesson to my
content area would be to
have students create a poster
with their device-free family
rules.
I plan to apply all of these tips
for engagement in my
classroom as often as
possible. More specifically, I
intend to provide frequent,
formative feedback, increase
opportunities for
collaboration, and to support
risk-taking. Providing frequent
formative feedback in my art
classroom will look like verbal
feedback as students work,
and written feedback once
the work is completed. I can
also offer feedback through
emails or comments on
digitally documented and
posted art. Increased
opportunities for collaboration
can include students
interviewing each other about
their work, group projects,
and possible collaborations
with artists who are strictly
digital or virtual. Supporting
risk taking in my art
classroom will look like
encouraging mistakes and
motivating students to use
digital programs to create art,

Slinkman, A. M. (2016, June
14). ​A Simple Way to
Increase Student
Engagement.​ Retrieved
October 08, 2020, from
https://theartofeducation.edu/
2016/06/22/simple-way-incre
ase-student-engagement/
This article discusses
nominating an “Artist of the
Week” to highlight hard
workers, increase
engagement in class, and to
encourage students to do
their best. It also creates a list
that supports highlighting a
student artist of the week as
a tool to boost student
engagement.
as some may see the move
from paper to screen as a
risk. This will also look like
informing my students that
failures are expected and
celebrated, and that they
often lead to great works of
art.
I can apply nominating an
“Artist of the Week” to my
classroom by first creating a
blog dedicated specifically to
the goings-on of the art
classroom. The blog could be
accessible by both students
and parents, so that they can
see both the achievements
and completed works of their
peers or their children. The
blog would also have a
designated spot to display
artists of the week, and would
have a spot where students
could recommend each other
to become the artist of the
week. This would increase
student engagement as
learners would work extra
hard to not only be nominated
by me, but by their peers.
Another way that I could
apply this to my classroom to
increase student engagement
would be to use the same
format described in the
article. This entails
announcing the student, and
reading a direct quote from
them about their art over the
intercom, giving students a
certificate, and posting about
them on a classroom blog.
This format also includes
taking a picture of the student
and working with them to fill
out a questionnaire so that

Ferlazzo, L. (2012, October
04). ​Using Photos With
English-Language Learners​.
Retrieved October 25, 2020,
from
https://www.edutopia.org/blog
/ell-engagment-using-photos
This article discusses the
benefits of using pictures to
teach English-Language
Learners specific words, as
well as how to use them. The
article also lists different
methods and activities that
utilize pictures to teach ELL
students important concepts
and vocabulary.
both items may be displayed
outside the classroom. This
application would increase
student engagement as they
would strive to do their best
each week in order to be
selected as the artist of the
week.
As an art teacher, I will be
using pictures to teach my
students during every lesson.
This can mean having
students study the art of
famous artists, or having
them create their own.
Regardless, I would like to
apply all of these activities
and techniques to my
classroom, but specifically
picture dictation, compare
and contrast, and using
images to generate writing.
Picture dictation can be
applied to my classroom by
having students choose one
of their favorite works of art
and describing it to their
classmates for them to draw
and learn. Compare and
contrast can be applied as I
transition from one lesson to
another by having students
look at an example of art from
the old unit and the new unit,
and having them compare
and contrast the two. Using
images to generate writing
will be used the most often in
my classroom, as students
will need to write artist
statements about the work
they complete. Each of these
activities and techniques can
be used virtually, as students
can choose their art from the
internet, look at the two

Puentedura, R. (2014,
September 24). ​SAMR and
Bloom's Taxonomy:
Assembling the Puzzle​.
Retrieved November 05,
2020, from
https://www.commonsense.or
g/education/articles/samr-and
-blooms-taxonomy-assemblin
g-the-puzzle
This article describes SAMR
and how it can be coupled
and completed with Bloom’s
Taxonomy. This article also
breaks down the steps of
SAMR using a math lesson
that emphasizes relational
understanding (how and why)
as opposed to instrumental
understanding (how).
images they are comparing
online or on a Promethean
board, and they can submit
their writing online as well.
One way that I plan to apply
SAMR to my art classroom is
by approaching the outlines
as a set of steps that will help
guide the introduction of
technology into my class. For
example, if I were to model
an art lesson off of the math
lesson at the end of the
article, then I would be
introducing my students to
new materials or technology,
such as Photoshop or
Procreate, that they would
then use throughout the
course of my class. Another
way that I plan to apply
SAMR is by coupling it with
Bloom’s Taxonomy. This will
give me two different ways to
introduce and explain the
content to my students, and
will help me to avoid
self-deception. This means
that I will be able to keep
myself from assuming that a
task is higher or lower in
either Bloom’s Taxonomy or
SAMR than it actually is,
therefore enabling me to
better meet my students
where they are. One other
way that I plan to apply
SAMR to my art classroom is
simply by using the model of
substitution, augmentation,
modification, and redefinition
to teach my students new
materials, concepts, and
technology with the goal that
it will be later used as part of
future instructional materials

Video:
Tiny House Project Video:
MyPBLWorks. (​ 2019).
Retrieved November 16,
2020, from
https://my.pblworks.org/resou
rce/video/tiny_house_project
Student Handout:
Urban Visions: MyPBLWorks.​
(n.d.). Retrieved November
16, 2020, from
https://my.pblworks.org/proje
ct/urban-visions
The ​Tiny House Project
Video​ showcases teams of
third graders designing tiny
houses as they answer the
driving question of “How can
we design a tiny house that
meets the needs of our
clients?” The ​Urban Visions
student handout poses
urbanization-related
challenges, which are then
investigated through the
collection and analysis of
specific interest-based topics
as students answer this
question: “Amid rapid
urbanization, how can we
redesign and build cities to be
more sustainable?”
and lessons. For example, if
my students learn a new skill
such as Adobe Premiere Pro,
then I would expect them to
be able to apply that skill to
future projects.
One way that I would apply
both the video and the
handout in my classroom is
by presenting them as
learning segments that build
off of each other. For
example, I would first have
students complete the ​Urban
Visions​ project, allowing them
to learn about and discover
how cities and their
infrastructures can be
designed and built to be more
sustainable. I would then
have students create
sustainable tiny houses
based off of the information
they collected and analyzed
during the ​Urban Visions
project. Another way that I
would apply the ​Tiny House
Project Video​ to my art
classroom would be to show
it to my students, and to then
help them construct a PBL
lesson from it. For instance,
after watching the video,
students would work together
in teams to create a project
similar to the tiny house
project. Students will then
present their ideas, as well as
their driving questions, to
their peers, and the class will
vote on which project they
would like to do. One way
that I would apply the Urban
Visions handout to my art
classroom would be to use it
as an introduction to project

Harmon, W. (2019, February
25). ​10 Ways Technology
Can Enhance the Art Room.​
Retrieved November 17,
2020, from
https://theartofeducation.edu/
2019/03/08/10-ways-technolo
gy-can-enhance-the-art-room
/ implemented in the art
This article, written by Wynita
Harmon, describes ten
different ways technology can
enhance, and be beneficial
to, the art classroom. Harmon
also supports some of the
reasons with lists of links to
technology that can be
classroom.
based learning. Students are
tasked with answering the
driving question, and are
introduced to multiple forms
of media and technology to
do so. Students also learn
how to conduct research, and
how to present their findings.
Therefore, this project could
serve as the initial
introduction into project
based learning, and the skills
garnered from it could be
referred back to throughout
the course of my class and
the projects completed in it.
I plan to apply, and refer to,
each of these reasons in my
use of technology in my art
classroom as often as
possible. More specifically, I
intend to give my students
new ways to create art,
increased opportunities to
conduct research, and
multiple chances to
collaborate with their peers.
In order for my students to
experiment with new
technological art mediums, I
would introduce them to apps
such as ​Procreate​, ​Green
Screen​, ​Aviary​, and ​Paper
53​. Applying increased
opportunities for my students
to conduct research can be
taught as an entire lesson, or
can be implemented in small
increments in each learning
segment. For example,
students could conduct
research about a new
medium they are exploring or
the artist who created that
medium or style. Students
could also research different
careers in the arts through
the ​Visual Arts Career
Classroom​ that I created.
Applying technology that
allows students to collaborate
is vital to my art classroom,
as I want my students to be
able to successfully work
together and to create a
thriving classroom
community. Students can be
tasked to collaborate in order
to create a work of art, to
conduct research, or to
formulate a presentation, and
the websites ​Prezi​, ​Google
Drive​, and ​Padlet​ will allow
them to do so.