Summer Classes Annotated Bibliography

For my summer elective classes, I took the following: Issues and Frameworks in Art Education and Technology and Digital Text. Both of these classes aided me in gaining more knowledge of the Art Education field from incorporating new technologies and new techniques to understanding more multicultural perspectives. For instance, in the Tech and Digital Text class, I learned how to use the mail merge feature in Microsoft Word, which I was previously unfamiliar with and learning about this feature can assist with duplicating similar documents by two different individuals. Also, I used Google Slides for the first time as I worked on a group presentation.

In my Issues and Frameworks class, I came to realize numerous perspectives aside from racism, Asian Americans, etc. As I read through several articles written by Dr. Morris and others, I understood the connection between the disability community and how those from multiple ethnicities experience even more challenges as opposed to individuals from one race or ethnicity. Most significantly, the various TED Talks in both classes provided a framework for those within the Art Education field, since these presentations were created by educators and other visual artists. Almost all of the TED Talks provided visual and auditory information that proves necessary for expanding Art Education in school districts and elsewhere, as well as the concept of STEAM integration.

Castro, J., & Castro, J. (2013). In Teaching art in a networked world (pp. 88–92). 

In Castro’s article, even though it is somewhat outdated, he emphasizes the importance of how students and adults consume social media. He states that even in the mid-2000s, millions of children and adults used social media sites to communicate with one another. He explains that even art educators have needed to shift and use social media platforms to appeal to their students and share their works with others in the community. Finally, he discusses how over the next decade, social media will grow exponentially, especially in the teen and young adult communities.

Collins, C. (2021). The Curb-cut effect and championing equity. Learning for Justice. (01), 19–24.

This article was extremely helpful in assisting me with learning and understanding the curb cut effect within the disability community and elsewhere. Collins focuses on examples of disabled students within the classroom setting and discusses how the curb cut effect, which is an ideology that allows everyone to learn within their own ways, and also navigate indoor and outdoor spaces. This is significant, since in this particular school, mainstream education is the norm, and teachers must understand how to better assist disabled students. For example, focus is placed on racially diverse students with disabilities and underscores how multiple means of engagement and learning can have a positive effect on all students regardless of ability.

Kraehe, A. M. (2017). Arts equity: A Praxis oriented tale. Multicultural Studies, 58.(4), 267–278. https://doi.org/https://doi.org/101080/00393541.2017.1368293

In Kraehe’s article, she discusses the need to include a universal design for learning approach for all students, rather than only for students with disabilities. She describes an art project, which I found extremely interesting as I read the article. This project involved having students create a booklet detailing specific experiences involving the use of all five senses. One student created a booklet with a story on his journey through the forest. He created a pop-up book and cut out pieces of paper to create tree branches, gathered leaves from a nearby park, and also provided the opportunity for other students to feel specific textures within the forest. Even though this project was geared to elementary school students, I can definitely imagine it being utilized in any age range or ability level.

November, A. (2007). Banning student “containers.” Tech & Learning, 27.(11), 24–26. https://doi.org/25586334 .

In this article, the author discusses how students in some school districts aren’t able to use social media platforms including YouTube or Facebook, since the teachers and superintendent were nervous about them misusing social media. This article was written in 2006 around the time when sites such as Facebook were becoming extremely popular for adults and students. However, the article goes on to explain that students from a Washington State school district weren’t able to use other common types of technology including video game sites as well as a limited number of academic websites. The argument is made to emphasize the negative philosophy of the school district and states that students should be able to access social media platforms, research websites, and other technology-based services in schools, especially in the school library.

STEAM America. Jones, D. (2013, December 11). STEM to STEAM: Integrating the arts. YouTube. https://youtu.be/9OEW_opVz88 

This video effectively summarizes how the STEM field has changed and expanded to incorporate STEAM education. The producer discusses the similarities and differences between STEM and STEAM and stresses that in 21st century learning, art education is included. Over the years, an emphasis has been placed on integrating numerous subjects and art together, rather than focusing on one subject. Also, he discusses the advantage of using STEAM education and how it can improve critical thinking, creativity, and problem-solving strategies.

Swauger, S. (2020, June 23). Our bodies encoded: Algorithmic test proctoring in Higher Education. Hybrid Pedagogy. https://hybridpedagogy.org/our-bodies-encoded-algorithmic-test-proctoring-in-higher-education/

After reading this article for my summer class, it was definitely eye opening in the fact that multiple proctoring companies exist to negatively impact the university setting. Previously, I was aware of some of these challenges, but I didn’t realize that the power of A.I. and proctoring were so widely used today. For instance, a large portion of this research pertains to specific universities and proctoring companies concerning entry level testing for students entering college. Once the proctoring software has been activated, and if the camera recognizes someone’s face with different skin tones, the system will most likely scrutinize their answers. Furthermore, if the student exhibits any type of movement or facial expression, such as going closer to the screen, the software will automatically display a message that the company must review this specific session. I can attest to these challenges, since I have previously read about and am familiar with disabled individuals being negatively scrutinized by A.I. proctoring software. If the camera is activated and the test taker is blind, the software will determine that an individual may be cheating, since they need to move closer to the computer screen and read the text.

For my concept map, I chose to focus on several key ideas of multiculturalism and critical race theory. I describe a few similar themes between these concepts and how they are connected.

https://lucid.app/lucidspark/040751c1-d854-404c-9d25-23f5b5fb2789/edit?viewport_loc=-860%2C-130%2C3118%2C1800%2C0_0&invitationId=inv_fcc6d6d3-3c32-4e49-ada0-80022b5a0632

#AnnotatedBibliography #ClassReflections #ConceptMapping