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Observation
Experience
I observed two different
technology application classes at my high school. One was a
digital graphics and animation class, and the other was our video
tech class.
The digital graphics and
animation class is taught by a first year teacher who is currently
also working on her tech apps certification. She plans her
curriculum strictly by the book with very little, if any,
opportunity to apply what they have learned independently.
This is a dramatic difference from my approach! I prefer to
teach the skills using some textbook samples, but my students spend
much more time in applying their skills to independent projects,
much like we have done in TATC.
When I did my
observation late in the school year, the students were completing
their first out-of-textbook assignment, which was to create signs
for the cafeteria, which had been requested by the food services
staff. The signs were specific in nature, such as directions
for entering lines, prices of items, and items of the day. The
students were to include an appropriate graphic with the
corresponding text. After completion, the signs were to be
laminated and delivered to the cafeteria.
I observed that the
students were in general reluctant to complete the assignment.
They asked if they were being paid to do them! I attribute
their reluctance to the lack of prior opportunities to create their
own work.
The experience left me
with the conviction that I would continue to plan my curriculum as I
have in the past.
My second and third
observations were in the video tech class taught by a veteran
theater arts teacher who has taught video tech for two years.
She has no textbook by which to teach, but she is able to accomplish
much without one. The students spend the first semester
learning to use the various cameras and the software (VideoWave
4.0). The second semester is spent in application.
The particular
assignment I observed was their last six weeks independent
project. The assignments were generated by faculty, staff, and
administrators who had a need or desire for a video. Examples
included a video covering the technology application classes offered
in the high school to be used by the counselor with upcoming
freshmen who were filling out their high school schedules.
Another was a video highlighting our outstanding FCCLA
program. Others included a compilation of senior English
projects, our FFA program, and a 40th anniversary video.
The students were
generally "into" their assignments, which I felt was the
result of having previous experience at working on their own without
being instructed at every turn. The teacher was available for
troubleshooting and help and managed the students' comings and
goings very well. I came away from the observations with the
feeling that the students had been provided with opportunities they
need to be successful in this area.
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