M7 Blog Post 6

In today's digital age, students are not just consumers of media, they are creators, curators, and storytellers. One powerful tool that allows students to explore these roles is a virtual art gallery simulation. One of my favorite platforms for this is Artsteps, a free web-based tool that allows users to create 3D virtual exhibitions using uploaded images and text descriptions. It brings the gallery experience into the classroom, no field trip permission slips needed!

Integrating the Gallery into a Unit: “Curate Your Voice”

In a unit called "Curate Your Voice", students would develop a body of work around a theme of personal or social relevance, such as identity, community, or activism. Once their pieces are created, either traditionally or digitally, they create their own virtual exhibitions on Artsteps. The learning objectives in this unit would include:

• Understanding curation as a form of visual storytelling

• Using digital tools to present and contextualize artwork

• Writing artist statements and exhibit descriptions to communicate meaning

• Practicing digital literacy and visual design principles

This simulation helps students see how art is experienced in professional contexts and encourages thoughtful consideration of layout, flow, audience, and theme.

Step-By-Step Classroom Implementation: 

1. Introducing the Project
I begin by showing students a few real-world online exhibitions from museums like The Met's Virtual Exhibitions. As a class, we discuss the roles of curators and how space, lighting, and layout affect overall  interpretation. Then, I introduce Artsteps through a live demo or tutorial video and provide them with a scaffolded project guide.

2. Scaffolding and Support
Students are supported through each stage:

• Gallery Planning Template: to map out which pieces go where and why

• Peer Reviews: students review each other’s gallery drafts for clarity and cohesiveness

• Mini-Lessons: on writing effective artist statements, photo editing, and digital storytelling

• Tiered Tasks: for students with varying tech comfort levels and access, from basic upload-and-place to advanced interactive features like embedded audio tours

I believe that differentiation is key as some students may need extra time for tech setup, while others might extend the project by creating a guided video walkthrough of their gallery using screen recording tools like Loom.

Assessment of Literacies and Learning

Assessment includes both process and product. I would use a rubric that focuses on:

• Curation & Visual Organization: Is the layout intentional and theme-consistent?

• Digital Literacy: Are they effectively navigating and applying the tools of the platform?

• Written Communication: Are the artist statements clear, reflective, and well-written?

• Creative Thinking: Does the gallery reflect unique vision or insightful commentary?

Students also complete a self-reflection form, analyzing their decision-making process and how they approached audience engagement.

This simulation offers a meaningful blend of artistic expression, digital fluency, and critical thinking. Students don’t just create art, they frame it, contextualize it, and invite others into their perspective. In doing so, they develop 21st-century literacies that extend far beyond the canvas.

M6: Blog Post 5

Case Study 1: Seesaw

Overview

Seesaw is a digital learning platform designed to create interactive portfolios and support student-driven learning. Widely used in elementary through high school classrooms, it enables students to document and reflect on their learning through multimedia tools (drawing, voice recording, video, etc.). Teachers use it to assign tasks, assess progress, and communicate with families.

User Engagement

• Students use Seesaw to complete assignments, upload images or videos of their work (including art projects), and reflect through text or audio.

• Teachers create activities, provide feedback, and monitor progress in real time. The ability to scaffold instruction with voice instructions and visuals makes Seesaw highly engaging.

• Parents access their child’s portfolio and teacher notes through the Seesaw Family app, fostering transparency and parental involvement.

Influence on Communication

Seesaw transforms communication by:

• Enabling multimodal responses—students can speak, draw, or record videos to express ideas.

• Allowing asynchronous communication between students, teachers, and families.

• Creating more personalized and ongoing communication loops, especially for non-verbal or multilingual learners who benefit from visual/audio tools.

Teachers also use voice notes or video to give feedback, which feels more personal than traditional grading comments.

Information Consumption

Seesaw encourages active consumption:

• Students engage with peers’ work, learn by observing various approaches to a prompt.

• The interface makes learning interactive and visible, turning content into an ongoing dialogue.

• Activities often involve choice and creative input, shifting students from passive receivers of information to co-creators.

In art, this means students can explore reference images, technique demos, and process videos directly within their assignment feeds.

Impact on Learning

Positive Effects:

• Increases student agency and voice.

• Supports differentiated instruction and varied learning styles.

• Builds strong portfolios for reflection and assessment.

Negative Effects:

• Over-reliance on the platform could lead to reduced hands-on studio time if not well-balanced.

• Younger students may require consistent teacher modeling and scaffolding for digital tasks.

Privacy and Safety

Seesaw is COPPA and FERPA compliant, with robust privacy controls:

• Student data is never sold or shared for advertising.

• Parents and students only see their own work unless teachers explicitly enable sharing.

• Teachers manage who can access what, with school-approved logins and permissions.

Potential Concern: If devices are shared or not password-protected, unauthorized access could happen. Proper tech hygiene and digital citizenship education are essential.

Case Study 2: Padlet

Overview

Padlet is a real-time, collaborative bulletin board platform where users can post, organize, and share multimedia content. It's popular in K–12 settings for brainstorming, project planning, reflection exercises, and multimedia showcases. Its intuitive drag-and-drop interface allows teachers and students to curate information visually and interactively.

User Engagement

• Students contribute posts (text, images, videos, links) to shared boards. In art, they might upload mood boards, process photos, or artist research.

• Teachers create Padlets for prompts, reflection, collaborative planning, or resource repositories.

• Parents can view Padlets when shared publicly or through a class website, especially during art shows or student exhibitions.

Influence on Communication

Padlet fosters a collaborative communication model:

• Posts are visible to the class, promoting public dialogue and peer-to-peer feedback.

• Teachers can moderate or comment on posts, creating a shared learning community.

• Promotes visual literacy and multimodal expression, especially valuable in creative subjects.

Students often feel empowered seeing their contributions presented alongside peers' work in an equal-access format.

Information Consumption

Padlet transforms how information is accessed and shared:

• Information becomes non-linear—students explore content spatially and thematically rather than through rigid text-based sequences.

• Teachers can embed multimedia links, slideshows, or videos, making it a hub of curated resources.

• Students are not just consumers but curators, deciding what to post and how to visually organize content.

For example, in a unit on street art, students might collaboratively map global street art examples using Padlet’s map layout.

Impact on Learning

Positive Effects:

• Increases collaborative and inquiry-based learning.

• Encourages critical thinking through peer feedback and reflection.

• Strengthens student ownership and creativity in displaying knowledge.

Negative Effects:

• Without structure, boards can become disorganized or overwhelming.

• Shy students may be hesitant to post publicly or critique peers' work.

Privacy and Safety

Padlet offers several layers of privacy control:

• Teachers can make boards private, password-protected, or invitation-only.

• Posts can be moderated to ensure appropriateness before going live.

• Students can remain anonymous or post with initials to reduce social anxiety.

Challenges:

• If used without moderation, inappropriate content could appear.

• Public boards, if not carefully controlled, might expose students to unwanted interactions.

To mitigate these issues, schools should use education-specific licenses and teach digital etiquette.

Navigating and participating on platforms like Seesaw and Padlet requires the development of multiple literacies, including digital, media, and social-emotional literacies, which are essential for fostering responsible and meaningful engagement among students, teachers, and parents. Digital literacy enables users to effectively operate the platforms’ tools—such as uploading content, giving feedback, and accessing shared materials—while media literacy helps users interpret and create visual and multimedia content thoughtfully (Hobbs, 2010). On Seesaw, students must reflect on their work through audio, video, or written formats, developing metacognitive and reflective skills that support deeper learning (Tolisano, 2015). Similarly, Padlet emphasizes collaborative and spatial literacy, allowing students to co-construct knowledge through interactive boards and media-rich content (Greenhow, Robelia, & Hughes, 2009). Both platforms also require social-emotional literacy, as students engage in peer-to-peer feedback and public sharing of work, which demands empathy and respectful communication. For educators and parents, understanding these literacies is crucial to modeling appropriate digital behavior, guiding constructive interaction, and ensuring safe, ethical use of technology in the K–12 educational landscape (Rheingold, 2012).

Digital platforms like Seesaw and Padlet have significant implications for K–12 education, particularly in how they support student-centered learning, formative assessment, and home-school collaboration. These tools align well with 21st-century educational goals, such as promoting creativity, collaboration, critical thinking, and communication (Partnership for 21st Century Skills, 2019). Seesaw, with its emphasis on reflection and multimedia expression, allows students to document learning journeys and engage in metacognitive practices that deepen understanding. Padlet, on the other hand, fosters collaborative learning environments where students build shared knowledge through inquiry, peer feedback, and interactive visual organization. Educators can use these platforms to differentiate instruction, provide real-time feedback, and create inclusive spaces for all learners by incorporating multiple modes of expression. Additionally, they offer powerful tools for formative assessment, allowing teachers to track progress and adjust instruction based on student needs. Parents play a crucial role by engaging with their child's digital portfolio, viewing classroom discussions, and participating in ongoing feedback loops. This involvement strengthens the connection between school and home, making learning more transparent and community-driven. When used thoughtfully, these platforms do more than integrate technology—they help reimagine teaching and learning in ways that are participatory, reflective, and equitable.

Platform links

https://seesaw.com/benefits/all-in-one-platform/

https://padlet.com/

References

• Partnership for 21st Century Skills. (2019). Framework for 21st Century Learning. Battelle for Kids.

• Greenhow, C., Robelia, B., & Hughes, J. E. (2009). Learning, Teaching, and Scholarship in a Digital Age. Educational Researcher, 38(4), 246–259.

• Hobbs, R. (2010). Digital and Media Literacy: A Plan of Action. The Aspen Institute.

• Rheingold, H. (2012). Net Smart: How to Thrive Online. MIT Press.

• Tolisano, S. R. (2015). Digital Portfolios: The Art of Reflection. Langwitches Blog.

M5 Blog Post 4

For my final project, I plan to research the topic: "Student Voice Through Digital Portfolios: Reimagining Assessment in the Visual Arts." This topic deeply interests me because it aligns with both my passion for visual arts education and my desire to make assessment more meaningful, inclusive, and reflective of student growth. Traditional grading systems in the arts often fail to capture the complexity of the creative process, the development of ideas, and the personal expression embedded in student artwork. Digital portfolios, on the other hand, offer a dynamic and flexible platform where students can curate their work, reflect on their creative journey, and articulate their intentions and interpretations. This empowers students to take ownership of their learning, and it also fosters a sense of identity as artists.

Delving into this topic has several practical applications for my work as an educator. First, it allows me to shift assessment from a purely evaluative process to a more formative and student-centered one. By incorporating self-assessment, peer feedback, and reflective writing within digital portfolios, I can better support student growth and creativity. Second, it enhances communication with parents and administrators by providing a clear, multimedia record of student progress. Lastly, this research will help me develop equitable and accessible practices that validate diverse artistic voices and learning styles—especially important in a culturally and academically diverse classroom, such as my own. Ultimately, exploring digital portfolios is not just about using new tools, but about reimagining what it means to learn, share, and grow through art.

Peer-Reviewed Articles:

Calderón-Garrido, D., Gil-Fernández, R., & Martín-Piñol, C. (2023). Exploring Perspectives, Uses, Implications and Needs of the Educational Digital Portfolio in the Arts: A Systematic Review of the Scientific Literature. SAGE Open, 13(3). https://doi.org/10.1177/21582440231185557

The article "Exploring Perspectives, Uses, Implications and Needs of the Educational Digital Portfolio in the Arts: A Systematic Review of the Scientific Literature" by Diego Caldero Garrido, Raquel Gil-Fernandez, and Carolina Martín-Piñol provides a comprehensive analysis of existing research on digital portfolios in arts education. Through a systematic review of scholarly literature, the authors examine how digital portfolios are used to support artistic learning, self-reflection, assessment, and student autonomy. They identify key benefits such as enhanced metacognition, increased student agency, and improved communication between learners and educators. However, the review also highlights challenges—including technological barriers, the need for teacher training, and inconsistencies in implementation. Ultimately, the article emphasizes the potential of digital portfolios to transform art education when thoughtfully integrated and supported by pedagogical strategies and institutional resources.

Fitzsimmons, D. (2008). Digital Portfolios in Visual Arts Classrooms. Art Education (Reston), 61(5), 47–53. https://doi.org/10.1080/00043125.2008.11518996

In Digital Portfolios in Visual Arts Classrooms (2008), Fitzsimmons explores the use of digital portfolios as tools for assessment, reflection, and creative growth in visual arts education. The article discusses how digital portfolios allow students to document and present their work over time, offering both educators and learners a more dynamic and comprehensive view of artistic development. Fitzsimmons emphasizes that digital portfolios promote student agency by encouraging self-evaluation and goal-setting, while also facilitating communication between students, teachers, and parents. The article also addresses logistical and pedagogical considerations, such as the need for appropriate technology, clear assessment criteria, and teacher training. Ultimately, Fitzsimmons advocates for the thoughtful integration of digital portfolios as a way to support authentic learning and deepen engagement in the art classroom.

Dorn, C. M., & Sabol, F. R. (2006). The Effectiveness and Use of Digital Portfolios for the Assessment of Art Performances in Selected Secondary Schools. Studies in Art Education, 47(4), 344–362. https://doi.org/10.1080/00393541.2006.11650092

In The Effectiveness and Use of Digital Portfolios for the Assessment of Art Performances in Selected Secondary Schools (2006), Dorn and Sabol investigate how digital portfolios function as assessment tools in secondary art education. Through empirical research across multiple schools, the authors found that digital portfolios provide a flexible and comprehensive means of evaluating student performance, particularly in capturing the creative process and growth over time. The study revealed that while digital portfolios offer clear benefits—such as supporting authentic assessment, enhancing student reflection, and providing a structured way to document work—they also require thoughtful implementation, including adequate teacher training and consistent technological access. Dorn and Sabol conclude that digital portfolios, when effectively integrated, can strengthen both formative and summative assessment practices in the visual arts.

Newhouse, C. P. (2014). USING DIGITAL PORTFOLIOS FOR HIGH-STAKES ASSESSMENT IN VISUAL ARTS. Research and Practice in Technology Enhanced Learning, 9(3), 475–492.

In Using Digital Portfolios for High-Stakes Assessment in Visual Arts (2014), Newhouse examines the viability of digital portfolios as a method for assessing student performance in high-stakes visual arts contexts. Drawing on case studies and pilot implementations, the article argues that digital portfolios offer an efficient, authentic, and scalable alternative to traditional assessment methods, particularly by capturing the depth and breadth of student learning and artistic processes. Newhouse highlights advantages such as increased student autonomy, richer evidence of achievement, and the ability to include multimedia elements. However, the study also identifies key challenges, including issues related to standardization, reliability, and the need for sufficient digital infrastructure and professional development. Ultimately, Newhouse concludes that while digital portfolios have strong potential for high-stakes assessment, their success depends on thoughtful design, clear rubrics, and supportive implementation strategies.

Dikici, A. (2009). An Application of Digital Portfolio with the Peer, Self and Instructor Assessments in Art Education. Eurasian Journal of Educational Research, 36, 91–108.

In An Application of Digital Portfolio with the Peer, Self and Instructor Assessments in Art Education (2009), Dikici explores how integrating digital portfolios with multiple forms of assessment—peer, self, and instructor—can enhance learning in art education. The study, conducted with pre-service art teachers, demonstrates that digital portfolios encourage reflective thinking, critical evaluation, and greater engagement with the creative process. By involving students in assessing their own and each other's work, the approach fosters autonomy and deeper understanding of artistic criteria. Dikici found that students responded positively to the collaborative and reflective nature of the process, and that combining different forms of assessment provided a more holistic view of student performance. The article supports the use of digital portfolios as a valuable pedagogical tool that promotes both artistic growth and evaluative skills.

Module 3: Leveraging Tools, Text, and Talk in My Teaching Context

 As a high school art teacher, I aim to build student awareness of the impressive access that they have within technology. I truly believe that ist is important to remind our students that having access to all of which technology brings, is a privilege, and should be treated as such. Because current students have grown up surrounded by such devices, I find that the appreciation for them is often lost. For a subject such as art, technology grants us the opportunity to be exposed to various artists, artistic styles, cultures, etc, with just the click of a button. I feel it is important to encourage my students to use other works of art as inspiration to showcase what creativity and imaginative ideas flow through their minds. By utilizing technology in an academically effective way, technology may work as an aide in their creative process. 

As mentioned in "Nondigital Skills," by Garcia, 2017, "What do you want your students to see, hear, or feel?" This point highly pertains to my instruction as an art teacher because art is centered around our five senses. I plan to implement practices in which students are able to improve their digital literacy skills while still being exposed to, and participating in real-time moments of discovery and human interaction. One way that I currently have my students practice these skills is by performing critiques and participating in gallery walks around the classroom. For a gallery walk, students are asked to display their work in progress on on their table, and to walk in a clockwise direction, taking a look at what their peers are currently working on. Gallery walks serve beneficial for many reasons. Students are often so confined to their seat, that they lose sight of the work being created around them, they get complacent. By participating in a gallery walk, students are able to see the pace at which their peers are working, the quality of work they are producing, and the skills/techniques being used to create this artwork. Additionally, students are asked to write on a post-it, one suggestion they have to improve the piece, and one compliment to the artist. For their critiques, I often times have students volunteer to show their work using the camera on the smart board for the class to see and critique. By doing this, students are becoming more acquainted with the devices in the classroom, using them as an aide in their learning process. 

There are various tensions and challenges that may arise when implementing these practices and strategies in my classroom. A major tension that I have seen arise is the students utilizing these digital devices and literacies as a "crutch," as opposed to an aide in their learning experiences. With the privilege of technology, often times students' social skills and ability to speak to their work takes a decrease. It is imperative that we, as educators, try our best to create a healthy balance between using these devices as aides in learning journeys and not becoming reliant on such technologies to do all of the work for our students. 

References:

Garcia, A. (2017). NONDIGITAL SKILLS. Literacy Today, 35(3), 24-25. https://sunyempire.idm.oclc.org/login?qurl=https%3A%2F%2Fwww.proquest.com%2Ftrade-journals%2Fnondigital-skills%2Fdocview%2F1966005428%2Fse-2%3Faccountid%3D8067

Hsu, H., & Wang, S. (2017). RETHINKING LANGUAGE LEARNING. Literacy Today, 35(3), 28-29. https://sunyempire.idm.oclc.org/login?qurl=https%3A%2F%2Fwww.proquest.com%2Ftrade-journals%2Frethinking-language-learning%2Fdocview%2F1966005990%2Fse-2%3Faccountid%3D8067

Module 2 Post 2

     After having read "Digital Literacy (Vanek, 2019)" and "Improving Digital Practices for Literacy, Learning, and Justice: More Than Just Tools (ILA, 2018)", there are various key components that stand out to me, as an educator. One of the main concepts I can relate to from "Improving Digital Practices for Literacy, Learning, and Justice: More Than Just Tools (ILA, 2018)" is the inequity that students and teachers face when it comes to digital literacy. As mentioned, "The inequities of schooling are exacerbated when literacy instruction focuses on tools that may not be fully accessible in all schools. An innovation in one school community-a new digital learning platform, a set of tablet devices for a classroom- highlights how technological opportunities are neither equally distributed nor viable solutions to deeply routed educational problems." As someone who works in a low-income area, 1:1 devices are not offered throughout the district. With the varied population of English Language Learners and learners coming from a multitude of different financial situations, technology is not something that every student has immediate access to. 

    After completing these readings, I plan to implement the approach of using technology as an accessory/aide within a lesson, as opposed to centering/structuring a lesson around technology. By taking this approach, I am creating equity within my classroom to assure that no student is at a greater advantage in their academic success. While I do not plan to structure my lessons and instruction around technology, I do plan to continue to implement it in appropriate, fair ways, as it can be beneficial to all students by doing so. Additionally, I plan to adopt some of the tips for teaching digital literacy skills mentioned in "Digital Literacy (Vanek, 2019). A tip that stood out to me upon completing this reading is to support foundational skills. It is stated that "it is important not to ignore the reality that some learners will have little or no foundational skill." As an educator, I believe that it is vital to gauge prior knowledge when introducing any new key skills, techniques, and concepts to my learners. Their prior knowledge and current level of understanding of the use of technology is equally important to these key skills, techniques, and concepts. I find that I am most successful when I am able to modify my instruction to meet the needs of each student in my classroom. I truly believe that it is our job as the instructor of the classroom to promote equal, fair learning environments for our students. By being aware of accessibility circumstances and prior exposure to such technologies, it is more likely that we will succeed in fostering these equal, fair learning environments. 

Module 2 Post 1

 As educators, it is vital that we approach each student with compassion and understanding. It is with time and experience that we realize the potential for students to be in the same classroom setting, but to completely differ in literacy, learning needs, and understanding. As stated in "Definition of Literacy in a Digital Age," "Literacy has always been a collection of communicative and sociocultural practices shared among communities. As society and technology change, so does literacy." As a high school educator, I strongly agree that it is imperative to change "with the times." To be a successful teacher, we must be flexible, open-minded individuals. In my opinion, our whole profession revolves around the word "willingness." The willingness to adapt to any and every setting/situation we may find ourselves in. The willingness to tailor our instruction to each student, as students are individuals, with their own set of strengths and needs. Most importantly, the willingness to self-reflect on ways to improve, or modify our expectations and instructional styles to most effectively meet the needs of each learner in our classroom. 

    After having read "Expanded Territories of "Literacy": New Literacies and Multiliteracies,"  it is most evident that the theory of New Literacies differs from other literacy perspectives. As mentioned on page 16, "The most important feature that distinguishes New Literacies from other literacy perspectives is that New Literacies emphasizes on "the epochal change in everyday technologies and its associated cultural practices. It extends beyond the conventional view of literacy as printed and written texts, and includes meaning-making practices using digital technologies, and explores the changes of beliefs towards literacy in the process of practices." While the word "New" in "New Literacies" can possess a multitude of meanings, I feel the need to address the technical perspective as well as the mindset perspective and how both of these perspectives may influence the classroom. Being that each classroom is filled with students of various backgrounds, cultures, and general literacy experience, it is important to remain aware of these differences that make up each student. Literacy is not black and white, in fact, most students fall somewhere is that grey area. Some students have more access to technology than others, some speak the English language more proficiently than others, etc. It is these factors that are most important to consider when assessing a students' literacy level. 

    To narrowly define literacy is to hinder a students' potential academic success in a classroom. By assuming that each student shares the same level of access to technology, language proficiency, etc, we are falsely assessing their levels of literacy, which will ultimately hurt their academic success. As educators, it is important that we approach each student as an individual, because no two are the same. We aim to foster comfortable, fair, and encouraging learning environments for our students. With a narrow mindset of the word "literacy," we lessen the likelihood of successfully creating such environments.