Sparke, P. (2008). 'The designed interior.' Chapter 10 in her, The modern interior. London: Reaction Books. 185-203.
This Chapter titled 'The Designed Interior' by Penny Sparke from the book 'The modern interior' takes a look at the evolution of designed interior and the rise of the interior designer. From the time of the 1940's domestic modern interiors begun to shift and take on the some of the characteristics of their commercial counterparts. This bluring of the boundaries between private and public spaces was a result of the post war modernists such as Frank Lloyd wright and Alvar Aalto who were not only designing homes but were also designing the interiors in those homes this wholistic approach to architecture was termed from the German word 'Gesamtkunstwerk' meaning a total work of art. However this public private space convergence was also the impact of designer mass produced modern furniture. Much of this designer furniture was designed by the generation of architect- designers such as Eero Saarinen Ray and Charles Eames, Harry Bertoia and Hans and Florence Knoll, their idea was to create furniture that could be used within both private and public contexts. This chapter was immensely informing as it not only provided an American perspective to designed interiors but it also provided an international one, looking at Italy and Englands post war interior evolution. Sparks also details the evolution in modern interiors right up to current day minimalism and the role that interior magazines and fashion have played on the way we decorate our homes. This was not a light read by Penny Sparke as it at times uses language that is quite heavy and requires a second read to gain comprehension, however it is an insightful read and well worth the effort.
Saturday, May 7, 2011
Friday, April 29, 2011
week 10: The Iron Skeleton Frame
Larson, G.R. (1987). 'The iron skeleton frame: Interactions between Europe and the United States', in Zukowsky, J. (ed). Chicago architecture 1872-1922: Birth of a metropolis. Munich: Prestel-Verlag. pp38-55.
This was a really engaging article by Larson, however it was a little heavy with descriptions of construction techniques and I understand that not everyone knows their mullions from their lintels. One observation I have from this piece is that I don't think Larson pays enough attention to the significance of the statue of liberty and Eiffels iron structure that lay under the copper exterior. My understanding is that this is the first ever example of curtain wall construction.
The rise of the iron skeleton is not unlike many great designs, in that there are usually many contributors to the perfection of a design.
This article by Larson details the history of iron framed buildings and looks at the evolution of these buildings during the mid 19th century to the late 19th century. Larson begins with a theme that I have seen in some of other readings, and this theme is related to Ruskin’s impact on industrialisation in England England
Bogardus and Badger were early exponents of iron skeleton structures filled with brick or stone in the spandrels, but it was William Jenney who improved this system with the National Home Insurance building in Chicago
This was a really engaging article by Larson, however it was a little heavy with descriptions of construction techniques and I understand that not everyone knows their mullions from their lintels. One observation I have from this piece is that I don't think Larson pays enough attention to the significance of the statue of liberty and Eiffels iron structure that lay under the copper exterior. My understanding is that this is the first ever example of curtain wall construction.
The rise of the iron skeleton is not unlike many great designs, in that there are usually many contributors to the perfection of a design.
Monday, April 25, 2011
Week 7: A National Spirit
Bogel, M. (1998). A National Spirit: Designing with Australian Flora and Fauna. In Design In Australia, 1880-1970 (pp 44-53). Craftsman House.
This book chapter by Bogel presents an evolution of Australian design and the people who were prominent in promoting the use of Australian flora and fauna in Australian art and design. Two of the early exponents of Australian flora and fauna were Lucien Henry and Richard Baker. Lucien Henry was a Frenchman who taught at the Sydney Technical college and wrote extensively about the importance of a national art for Australia using our unique surroundings. While Richard Baker was a curator at the Sydney Technology Museum he formed a large Australian botany collection, and published several books on Australian plants and timbers. Both these men lay the early foundation for an identifiable national art to emerge. Also during this time artists such as Tom Roberts, Charles Conder, Arthur Streeton and Samuel Rowe were being influenced by international style such as the Arts and Crafts movements and the beginnings of the Art Nouveau movements. This had an influential effect on internal Australian style with unique Australian Art Nouveau appearing in many places from advertising posters to biscuit tins. Eirene Mort also had a significant role in making icons of Australian native plants with her extensive graphic work and range of publications. Bogel also makes special mention of May Gibbs and her unique art and illustrations that popularised Australian flora and fauna through her still published children's books 'Snuggle Pot and Cuddle Pie'. As well as Gibbs, Bogel also mentions the important role the Australian Native association played in lobbing for indigenous flora, including the emblematic use of the wattle. Bogel also mentions two technical college teachers, Harvey and Linton. Both of these men were influential in teaching young artists and worked in and advocated for the use of Australian timbers in furniture. As a cabinetmaker I find this interesting as we host some of the finest and colourful timbers of the world in this country. As for making furniture, many of our timbers are extremely hard and different techniques from traditional European had to be devised in working with them. I think it is our timbers that make our furniture uniquely Australian, rather than a specific style.
Bogel presents a great article about Australian identity, art, design and those who are influential in the evolution of our own unique style.
This book chapter by Bogel presents an evolution of Australian design and the people who were prominent in promoting the use of Australian flora and fauna in Australian art and design. Two of the early exponents of Australian flora and fauna were Lucien Henry and Richard Baker. Lucien Henry was a Frenchman who taught at the Sydney Technical college and wrote extensively about the importance of a national art for Australia using our unique surroundings. While Richard Baker was a curator at the Sydney Technology Museum he formed a large Australian botany collection, and published several books on Australian plants and timbers. Both these men lay the early foundation for an identifiable national art to emerge. Also during this time artists such as Tom Roberts, Charles Conder, Arthur Streeton and Samuel Rowe were being influenced by international style such as the Arts and Crafts movements and the beginnings of the Art Nouveau movements. This had an influential effect on internal Australian style with unique Australian Art Nouveau appearing in many places from advertising posters to biscuit tins. Eirene Mort also had a significant role in making icons of Australian native plants with her extensive graphic work and range of publications. Bogel also makes special mention of May Gibbs and her unique art and illustrations that popularised Australian flora and fauna through her still published children's books 'Snuggle Pot and Cuddle Pie'. As well as Gibbs, Bogel also mentions the important role the Australian Native association played in lobbing for indigenous flora, including the emblematic use of the wattle. Bogel also mentions two technical college teachers, Harvey and Linton. Both of these men were influential in teaching young artists and worked in and advocated for the use of Australian timbers in furniture. As a cabinetmaker I find this interesting as we host some of the finest and colourful timbers of the world in this country. As for making furniture, many of our timbers are extremely hard and different techniques from traditional European had to be devised in working with them. I think it is our timbers that make our furniture uniquely Australian, rather than a specific style.
Bogel presents a great article about Australian identity, art, design and those who are influential in the evolution of our own unique style.
Friday, April 22, 2011
Week 6: The End And The Beginning, European Art Nouveau
MacMillan, A. (1993). The End and The Beginning. In Europe Beginning and End (pp.14-21). Japan Art and Culture Association.
This Chapter on Art Nouveau looks into the historical influences and the philosophical under-pinning's of Art Nouveau. MacMillan looks closely at Ruskin, his writings on nature and design and his own idea's on the moral disdain of industrialisation. Ruskin's ideas were the basis behind the work of William Morris and the Arts and Crafts movement that evolved in England around the same period that Art Nouveau swept continental Europe. And his ideas also played a key role in the philosophy of Art Nouveau. MacMillan begins the chapter with a great description of the style of Art Nouveau
"spatially fluent it drew on nature for its shapes favouring the stem over the bud, the bizarre over the common place, rich surfaces over plain: there is an echo of a Celtic past." (pg. 14)
MacMillan provides great descriptive language to set out exactly what constitutes Art Nouveau. The two movements Art Nouveau and the arts and crafts movement had a philosophical difference between the historic Classicism that lay before. And this difference was that now items from every day life were designed and crafted with regard to materials and methods used. Therefore making everyday objects works of art. Both the Arts and Crafts and Art Nouveau had influences from Japan and Celtic Europe however Art Nouveau embraced industrialisation and the Arts and Crafts were opposed to the Industrial revolution and MacMillan goes into a lot of detail discussing these differences. MacMillan in his article discusses the artists that influenced Art Nouveau like Galle, Hoffman, Wagner and Horta. However he does devote quite a bit of space in the paper talking about the Scottish architect/designer Charles R Mackintosh, and I wonder if this piece had of been written by someone other than a Professor at Glasgow University whether the same treatment would have been given to him. I have also noted that MacMillan's piece failed to mention the role Alphonse Mucha played in the influence of this new style. Mucha in 1895 produced a poster in Paris as an advertisement for the play Gismonda featuring Sarah Bernhardt. According to Dr Bell in her week 6 lecture and many other sources I have read this poster marked a key point in the popularisation of this new style.
This was a good article on the history of Art Nouveau and was a great artcle to start with for any student of design.
This Chapter on Art Nouveau looks into the historical influences and the philosophical under-pinning's of Art Nouveau. MacMillan looks closely at Ruskin, his writings on nature and design and his own idea's on the moral disdain of industrialisation. Ruskin's ideas were the basis behind the work of William Morris and the Arts and Crafts movement that evolved in England around the same period that Art Nouveau swept continental Europe. And his ideas also played a key role in the philosophy of Art Nouveau. MacMillan begins the chapter with a great description of the style of Art Nouveau
"spatially fluent it drew on nature for its shapes favouring the stem over the bud, the bizarre over the common place, rich surfaces over plain: there is an echo of a Celtic past." (pg. 14)
MacMillan provides great descriptive language to set out exactly what constitutes Art Nouveau. The two movements Art Nouveau and the arts and crafts movement had a philosophical difference between the historic Classicism that lay before. And this difference was that now items from every day life were designed and crafted with regard to materials and methods used. Therefore making everyday objects works of art. Both the Arts and Crafts and Art Nouveau had influences from Japan and Celtic Europe however Art Nouveau embraced industrialisation and the Arts and Crafts were opposed to the Industrial revolution and MacMillan goes into a lot of detail discussing these differences. MacMillan in his article discusses the artists that influenced Art Nouveau like Galle, Hoffman, Wagner and Horta. However he does devote quite a bit of space in the paper talking about the Scottish architect/designer Charles R Mackintosh, and I wonder if this piece had of been written by someone other than a Professor at Glasgow University whether the same treatment would have been given to him. I have also noted that MacMillan's piece failed to mention the role Alphonse Mucha played in the influence of this new style. Mucha in 1895 produced a poster in Paris as an advertisement for the play Gismonda featuring Sarah Bernhardt. According to Dr Bell in her week 6 lecture and many other sources I have read this poster marked a key point in the popularisation of this new style.
This was a good article on the history of Art Nouveau and was a great artcle to start with for any student of design.
Sunday, March 13, 2011
Week 5
Bell, E.K. (1998). The Japan Inspiration: Influence in crafts and design. The Australian Antique Collector, December 1997-June 1998, pp. 107-111. Retrieved March 4, 2011 from The University of Canberra E-Reserve Database.
The Week 5 reading 'The Japan Inspiration by E. K Bell looks at the profound effects the opening of Japan in c1854 and the subsequent trade with the West played on international design. From the mid 19th century, as Japanese artifacts began to appear in international exhibitions around the world, international designers and artists alike were inspired by the new styles, forms and visual iconography that appeared in Japanese arts and crafts. Artists such as Claude Monet, Vincent Van Gogh and James McNeil Whistler reinterpreted their work with the new inspiration that came from Japanese prints. Japanese influence also then led to new art movements such as Impressionism, Post-Impressionism, aesthetic movement and Art Nouveau.
Although it was not only the international exhibitions but also proponents such as Christopher Dresser and Edward Godwin that led to the popularity of Japanese artifacts in Britain for Godwin. Japanese designs found their way into many of his designs in furniture, interiors and buildings. While Dresser was invited by Emperor Meiji to advise the Government on art and manufacturing on his return to Britain dresser published the book 'Japan: Its Architecture, Art and Are Manufacturers'. The book is still in publication today. Interestingly, the Japanese Government also sent representatives to art exhibitions, to learn from the west and to understand the tastes of western markets.
Bell (1998, pg 109) continues in her article to discuss the Japanese influence on the Art Nouveau movement, particularly the "use of asymmetrical organic form, the particular organisation of pictorial space, the use of calligraphic line and the incorporation of plant and insect iconography." (pg 109). And it is these stylistic newaunces that make Art Nouveau what it is.
This is an imporant article for any design student to read as it conveys the influence that Japan and its culture has played on international design. From Architects such as Frank Lloyd Wright to ceramic artists such as Emile Galle Japan has played a huge influence on international design and art movements.
The Week 5 reading 'The Japan Inspiration by E. K Bell looks at the profound effects the opening of Japan in c1854 and the subsequent trade with the West played on international design. From the mid 19th century, as Japanese artifacts began to appear in international exhibitions around the world, international designers and artists alike were inspired by the new styles, forms and visual iconography that appeared in Japanese arts and crafts. Artists such as Claude Monet, Vincent Van Gogh and James McNeil Whistler reinterpreted their work with the new inspiration that came from Japanese prints. Japanese influence also then led to new art movements such as Impressionism, Post-Impressionism, aesthetic movement and Art Nouveau.
Although it was not only the international exhibitions but also proponents such as Christopher Dresser and Edward Godwin that led to the popularity of Japanese artifacts in Britain for Godwin. Japanese designs found their way into many of his designs in furniture, interiors and buildings. While Dresser was invited by Emperor Meiji to advise the Government on art and manufacturing on his return to Britain dresser published the book 'Japan: Its Architecture, Art and Are Manufacturers'. The book is still in publication today. Interestingly, the Japanese Government also sent representatives to art exhibitions, to learn from the west and to understand the tastes of western markets.
Bell (1998, pg 109) continues in her article to discuss the Japanese influence on the Art Nouveau movement, particularly the "use of asymmetrical organic form, the particular organisation of pictorial space, the use of calligraphic line and the incorporation of plant and insect iconography." (pg 109). And it is these stylistic newaunces that make Art Nouveau what it is.
This is an imporant article for any design student to read as it conveys the influence that Japan and its culture has played on international design. From Architects such as Frank Lloyd Wright to ceramic artists such as Emile Galle Japan has played a huge influence on international design and art movements.
Tuesday, March 8, 2011
World History of Design
The article for Week 1 entitled "A World History of Design and the History of the World" by Victor Margolin provides a look into an institutional enterprise called "world history" and the issues surrounding the question of what constitutes world history and from whose point of view do we all agree on. The author introduces us to the term 'social history' and the background to the term. Margolin then goes on to address the history of history and the way in which various types of histories have been recorded, and
looks at previous publications on world history and how western-centric these have all been. An example is how John Hesketts 1980 book 'Industrial Design' focuses on design for the mass production and is limited only to those places where it was part of the industrial economic system.
The article then focuses specifically on design history and Margolin uses this western central interpretation on design history to argue the place of the designer in the economic development of western nations and how the designers role became even more important as a result of the Industrial Revolution.
This article is a look at the many issues involved in recording a history of design and the many facets such as social, racial and national that need to be observed when compiling such a record, the author concludes that the compilation of such list should be organised in terms of economic, social and national factors rather than style, as the thread of style is weaved as a result of these factors.
This article was a really interesting look into the concept of history and how this record can be tainted by many issues. However I feel the issue of trade was not sufficiently addressed as I know that this plays an integral role in economics and through trade, markets have been exposed to new products, sometimes cheaper, sometimes better that the products that the market had formally and this has provided healthy competition for designers to lift their game and produce a better product.
Margolin although did briefly mention the Great Exhibition and the role this played in exposing new products and ideas to new markets and designers he underplayed I believe the role trade has played in this. Aside from this point this was a fine article to begin this unit with as it provided an important narrative to learning about design history.
looks at previous publications on world history and how western-centric these have all been. An example is how John Hesketts 1980 book 'Industrial Design' focuses on design for the mass production and is limited only to those places where it was part of the industrial economic system.
The article then focuses specifically on design history and Margolin uses this western central interpretation on design history to argue the place of the designer in the economic development of western nations and how the designers role became even more important as a result of the Industrial Revolution.
This article is a look at the many issues involved in recording a history of design and the many facets such as social, racial and national that need to be observed when compiling such a record, the author concludes that the compilation of such list should be organised in terms of economic, social and national factors rather than style, as the thread of style is weaved as a result of these factors.
This article was a really interesting look into the concept of history and how this record can be tainted by many issues. However I feel the issue of trade was not sufficiently addressed as I know that this plays an integral role in economics and through trade, markets have been exposed to new products, sometimes cheaper, sometimes better that the products that the market had formally and this has provided healthy competition for designers to lift their game and produce a better product.
Margolin although did briefly mention the Great Exhibition and the role this played in exposing new products and ideas to new markets and designers he underplayed I believe the role trade has played in this. Aside from this point this was a fine article to begin this unit with as it provided an important narrative to learning about design history.
Thursday, March 3, 2011
Wedgwood - the first industrial designers
The Week 4 article entitled 'The First Industrial Designers' by A. Forty from the text book Objects of Desire, provides a case study of the work of Josiah Wedgwood and his porcelain company of the same name. The article provides us with a background of how his porcelain was made, the materials and the finish, as well as the method of sale. This was significant as Wedgwood adopted a different means by which to sell his wares. The traditional method was to sell to merchants or directly to markets but Wedgwood adopted a method of selling to order through either a catalogue from which the customer could select from or by providing a sample.
This method of sale required Wedgwood to have a consistent product that was the same as the sample. This was difficult as Wedgwood wares were all hand made, therefore there were naturally differences in manufacture. Wedgwood had to solve these issues with the type of material he used. Greenware was too inconsistent in colour and glaze so through experimenting Wedgwood came up with Cream Ware which was more consistent under different firing conditions. The next step was to change the process of manufacture to one where the craftsman has influence in the process. He did this by adding extra steps to the production, allowing him to hire less skilled workers and because of the design of the process still get a consistent result.
The article explained the way Wedgewood refined his designs to come up with good looking neo-classical shapes that were easy to make. He cut the number of various shapes and increased the motifs or prints to provide larger variety. This enabled Wedgewood to limit downtime in setting up for a new shape. Wedgewood produced wares that were both consistent in quality and met the needs of the consumer in terms of asthetics, usabiltiy and streamlined production.
This is a useful article which provides insight into how a successful company used the design process to create symmetry in both production and style.
Something that it caused me to ponder on was whether art must always answer to economics? Would these designs be famous if they were too expensive to be economically successful? And should production and economic rationalisation dictate design?
This method of sale required Wedgwood to have a consistent product that was the same as the sample. This was difficult as Wedgwood wares were all hand made, therefore there were naturally differences in manufacture. Wedgwood had to solve these issues with the type of material he used. Greenware was too inconsistent in colour and glaze so through experimenting Wedgwood came up with Cream Ware which was more consistent under different firing conditions. The next step was to change the process of manufacture to one where the craftsman has influence in the process. He did this by adding extra steps to the production, allowing him to hire less skilled workers and because of the design of the process still get a consistent result.
The article explained the way Wedgewood refined his designs to come up with good looking neo-classical shapes that were easy to make. He cut the number of various shapes and increased the motifs or prints to provide larger variety. This enabled Wedgewood to limit downtime in setting up for a new shape. Wedgewood produced wares that were both consistent in quality and met the needs of the consumer in terms of asthetics, usabiltiy and streamlined production.
This is a useful article which provides insight into how a successful company used the design process to create symmetry in both production and style.
Something that it caused me to ponder on was whether art must always answer to economics? Would these designs be famous if they were too expensive to be economically successful? And should production and economic rationalisation dictate design?
Sunday, February 27, 2011
On Taste
The Week 3 article by Robert Clay titled On Taste is from the first chapter of the book Beautiful Thing 2009. It was an interesting and thought provoking article. This article begins by pointing out that taste is inextricably linked with fashion and design. The author poses the question "what is good taste" and then begins to explain that taste is a very subjective thing that is influenced by culture, fashion and time. The author goes on to point out that every movement in design has had its critics and that there are universal ideals that describe good design. The author then goes on to explain these ideals in greater depth.
The ideals Stephen Bayley lists are:
1. An intelligibility in form so you can understand its purpose.
2. A coherence and harmony between the form and details.
3. An appropriate choice of materials to the function.
4. An intelligent equation between construction and purpose so the available technology is exploited to the full.
The author goes on to address the different design cliches and movements that hve given rise to these them. Bayley then presents the reader with a few case studies, such as one on the crock-pot by Michael Graves and one on Go furniture by Ross Lovegrove. The article concludes with a look at architecture and interior design in Thailand. By this he makes a connection with design and the context of culture. This provided me with an insight into Thai architecture such as the need for steep pitched roofs that flair out at the base, and the reason behind the materials. This article caused me to think beyond my own ideas about taste and the need to be educated and informed in the history of design.
The ideals Stephen Bayley lists are:
1. An intelligibility in form so you can understand its purpose.
2. A coherence and harmony between the form and details.
3. An appropriate choice of materials to the function.
4. An intelligent equation between construction and purpose so the available technology is exploited to the full.
The author goes on to address the different design cliches and movements that hve given rise to these them. Bayley then presents the reader with a few case studies, such as one on the crock-pot by Michael Graves and one on Go furniture by Ross Lovegrove. The article concludes with a look at architecture and interior design in Thailand. By this he makes a connection with design and the context of culture. This provided me with an insight into Thai architecture such as the need for steep pitched roofs that flair out at the base, and the reason behind the materials. This article caused me to think beyond my own ideas about taste and the need to be educated and informed in the history of design.
Friday, February 25, 2011
Printing comes to Europe
In the Week 2 article Printing comes to Europe(1998) by P Meggs we learn about the history of typography and the spread of this great invention throughout the civilized world. This invention marked one of the great advances in civilization, as prior to the invention of printing, books had to be hand manuscripted. As this was time consuming and painstakingly done books were extremely expensive and were only available to the elite. By the middle of the 14th century paper mills were up and running throughout Europe and the invention allowed block printing to come into being. The method of block printing is where timber blocks are carved into stamps and pressed onto paper. It is not known whether this early form preceded the typographic book as there is little evidence left of very early prints. However it was Johann Gutenberg an apprentice goldsmith who came up with the systems and subsystems necessary to print to typographic book. Gutenberg used his skills in mixing metals and engraving to make the type blocks and began the process to print the Holy Bible. In 1450 Gutenberg borrowed eight hundred guilders from Johann Fust a German business man and just two years latter Gutenberg needed another eight hundred gilders in which he also borrowed from Fust, a decision that proved to be costly. In 1455 as work on the book neared completion, Fust sued Gutenberg for the cost of unpaid loans and interest Gutenberg begged Fust to give him more time but Fust declined and seized possession of all Gutenberg's equipment and the unfinished Bible. Fust was then able to get Gutenberg's assistant Peter Schoeffer to agree to come and work for him, as well as many other staff and in 1456 Fust completed the first run of the forty-two line Bible. Fust and Schoeffer went on to print many other works establishing a hundred year family dynasty in printing and publishing. Gutenberg went on to establish another printing shop and some years later appears to have printed a reprint of the forty-two line bible as well as other religious books. However the most interesting point in the article to me, is that it appears that copper plate printing (the printing of illustrations through engravings onto copper plates) had its roots in Gutenberg's workshop That begs the question that if Fust had not sued Gutenberg how different would early books have been, would they not only contain print but also illustrations as well?
This was a great article that enlightened me to the beginnings of one of the greatest inventions of civilization, that is the printing press.
This was a great article that enlightened me to the beginnings of one of the greatest inventions of civilization, that is the printing press.
Monday, November 15, 2010
Computers and music composition.
Reynolds, N. (2002) Computers, Creativity and Composition in the Primary School: An Analysis of Two Compositions: Australian Journal of Music Education volume 1(16-26) retrieved from Informit database 15 September 2010
This artical by Reynolds looks at eight students of grade three and grade four
This artical by Reynolds looks at eight students of grade three and grade four
Digitizing the Art Room
SHIN, R. (2010). Taking Digital Creativity to the Art Classroom: Mystery Box Swap. Art Education, 63(2), 38-42. Retrieved from Education Research Complete database.
This article by Shin looked at taking digital creativity into the art classroom. Shin mentioned how this generation is so tech savvy and that educators need to use new technologies in their teaching and not just consider these technologies "as a detrimental part or contempary pop and visual culture". the paper firstly explored the concept of digital creativity and then looked at case studies into three separate art activites that classes done using web 2.0 technologies. This was a great article that will really help my research.
Tuesday, November 9, 2010
Creativity and technology
Hay, Stephen and Kapitzke, Cushla(2009) ''Smart state' for a knowledge economy: reconstituting
creativity through student subjectivity', British Journal of Sociology of Education, 30: 2, 151 — 164This article didn't offer a whole lot in the way of research is was basically about governance and society and looked at how the state of Queensland has used industry and school partnerships to design courses around industry requirements such as aerospace and minning. This article was insightfull and it did allow me to see creativity from the view of entrepreneurship, and how skills or attitudes like responsiveness, foresight, and adaptibility are the kinds of traits we need to instill in our students
Tuesday, November 2, 2010
Last Post
I decided to embed this video as it is one that really inspires me as a future educator. Sir Ken Robinson talks about the state of our education system today and where he sees it needs to go. The other reason is to demonstrate I can embed videos as part of my whole blogging experience! :)
Friday, October 29, 2010
Conclusion
Before conducting my research into the topics of Interactive Whiteboards and Laptops my initial thoughts surrounding technology was that schools and education systems kept up to date with society and mainstream trends due to the belief that technology makes our everyday lives easier. However, through further investigation I found that there are many reasons why the latest technologies are adapted to classrooms. They have engaging and motivating qualities that enhance learning experiences which are particularly relevant to the mainstream exposure of technology to youth today.
A practical application of this unit has been in Web2.0 technologies such as wikis and blogs, posting and using social media. These are all things that I have used throughout the unit and I can see how these tools can be easily adapted for classroom work, assignments etc. When I began this unit I was apprehensive about the use of technology as it is not something that I have had broad exposure to in the past. I undertook secondary education over 16 years ago and unless a student actually took computer studies at school, you went through your schooling without even using computers. Now after 11 weeks I feel more confident and have an understanding of web2.0 technologies I did not know existed.
Probably the most important thing I have learnt from the unit and in my Research Analysis is that technology, content and pedagogy do not work in isolation but are integrated each into the other.
A practical application of this unit has been in Web2.0 technologies such as wikis and blogs, posting and using social media. These are all things that I have used throughout the unit and I can see how these tools can be easily adapted for classroom work, assignments etc. When I began this unit I was apprehensive about the use of technology as it is not something that I have had broad exposure to in the past. I undertook secondary education over 16 years ago and unless a student actually took computer studies at school, you went through your schooling without even using computers. Now after 11 weeks I feel more confident and have an understanding of web2.0 technologies I did not know existed.
Probably the most important thing I have learnt from the unit and in my Research Analysis is that technology, content and pedagogy do not work in isolation but are integrated each into the other.
Revised Research Analysis 2
In our modern, technologically driven society, Information Technology plays an important role in everyday life. Therefore having competent skills with computers and computer applications is an essential skill for all students to acquire (Trimmel & Bachmann, 2004). However what are the issues involved in changing our classrooms from traditional use of pen and paper to the use of laptop computers? Is the expense and associated distractions worth the change to current technology or can laptops improve other area’s of student achievement besides just improving Information Communication Technology (ICT) skills?
There is a great deal of data supporting the positive aspects of students using laptop computers in class. Besides the increased efficiency with personal computers (PC) that students gain by their frequent use of laptops in every day class situations, studies show that students personal motivation levels increase in classes where laptop computers are used (Trimmel & Bachmann, 2004), (Lauricella & Kaye, 2010). This is a positive side effect as many teachers regard motivation as the “life blood” of learning, that it is the reason why learners decide to make an effort and it determines how long they will sustain an activity or how connected they feel to the activity (Rost, 2006). Another advantage of laptops being used in the classrooms according to a study by Trimmel & Bachmann (2004) is an improvement in student attendance rates at school. This result fits in with the finding of increased motivation; if students are motivated and feel more engaged it is only natural that their attendance rates at school will improve. This is a positive outcome that comes with technology in general in that it has a ludic or fun element to it. In the same study a further finding was that students in classes where laptops are used showed increased scores in tests on spatial intelligence, which is an intelligence skill that deals with foresight and the ability to visualise (Trimmel & Bachmann, 2004).
A key finding by Lauricella & Kaye, (2010) is that research suggests that students who use laptops over time have improvements in their academic grades (Lauricella & Kaye, 2010). This is a key reason why governments are investing money to roll out laptops in schools. Evidenced based research that shows improvements in students’ grades will always attract funding by respective education departments.
However, while there is a great deal of positive data around laptop use there are also negative aspects to this technology. One main argument against students using laptops in the classroom is the distraction that they cause. According to one study by Lauricella and Kaye (2010) 74% of students admitted to spending up to 50% of class time sending and receiving messages by instant messenger or by email, with another study finding that up to 42% of class time is taken up with students multitasking and looking at non-class related material. Multitasking is a real problem as it switches students’ attention back and forth between productive class work and non-productive material which is not associated with actual class work (Kraushaar & Novak, 2010). Other studies show that multitasking leads to a dramatic increase in memory errors and the processing time required learning new material (Rubenstein, Meyer & Evans, 2001).
Another argument against schools adopting laptops are the negative health affects surrounding them. It was found that students commonly complained of sore arms and fingers and stiff necks and backs, as well as dry eyes related to staring at the laptop screens (Trimmel & Bachmann, 2004). Other considerations to be made when adopting laptop technology in schools are disruptions and lost time caused by technical failures, repairs and replacements of damaged or lost laptops as well as the associated cost in improvements in the wireless infrastructure and IT support systems (McVay, Snyder & Graetz, 2005).
Although there are many negative arguments against adopting laptop computers in the classroom a lot of data promotes the improved outcomes in student motivation and enhanced learning experience. This is a major achievement in an age when youth are becoming disengaged with the education system. Laptops have shown to increase cognitive spatial ability that transfers into higher test scores. Some of the issues around physical strain can be managed with teachers mixing activities up so students are not looking at their laptops for long periods and through promoting correct posture for backs and necks. Schools can limit the distraction caused by laptops by using network oversight for teachers and network restrictions. In conclusion, it is evident that the benefits provided by laptops in the classroom outweigh the negative issues. In a highly digital society computers are here to stay and they will play an ever increasing role in our lives, including within our education system. While laptops cannot, and should not, be used in every lesson they will play an important roll in the future of education.
Bibliography
Fink III, J. (2010). Why We Banned Use of Laptops and "Scribe Notes" in Our Classroom. American Journal of Pharmaceutical Education, 74(6), 1-2. Retrieved October 11, 2010, from Education Research Complete database.
Kraushaar, J., & Novak, D. (2010). Examining the Affects of Student Multitasking With Laptops During the Lecture. Journal of Information Systems Education, 21(2), 241-251. Retrieved October 11, 2010, From Education Research Complete database.
Lauricella, S. & Kay, R. (2010) Assessing laptop use in higher education classrooms: The laptop effectiveness scale. Australasian Journal of Educational Technology, 26(2). Retrieved September 27, 2010, from http://www.ascilite.org.au/ajet/ajet26/lauricella.pdf
McVay, G., Snyder, K. & Graetz, K. (2005). Evolution of a laptop university: a case study.British Journal of Educational Technology, 36 (3), 513-524. Retrieved October 10, 2010, from CAUL Wiley-Blackwell database.
Moon, S. (2009). Beyond laptops: The real education revolution. Retrieved October 11, 2010, From http://www.openforum.com.au/content/beyond-laptops-real-education-revolution
Trimmel, M., & Bachmann, J. (2004). Original article Cognitive, social, motivational and health aspects of students in laptop classrooms. Journal of Computer Assisted Learning, 20(2), 151-158. Retrieved October 12, 2010, from EBSCO host database.
Rost, M. (2006). Generating Student Motivation. Retrieved October 25, 2010, from http://www.pearsonlongman.com/ae/worldview/motivation.pdf
Rost, M. (2006). Generating Student Motivation. Retrieved October 25, 2010, from http://www.pearsonlongman.com/ae/worldview/motivation.pdf
Rubenstein, J., Meyer, D., Evans, J. (2001). Executive Control of Cognitive Processes in Task Switching. Journal of experimental Psychology: Human Perception and Performance, 27, 763-797. Retrieved October 14, 2010, from PsycARTICLES database.
Revised Research Analysis 1
Information Communication Technology (ICT) continues to play an ever increasing part in our education system. With more of what we do becoming digitized it is no wonder that traditional blackboards and whiteboards are also becoming digitized and replaced with the new generation of Interactive Whiteboards (IWB). This first research topic will examine the use of Interactive Whiteboards. The main issues surrounding the use of IWB include the way they influence the classroom, how they promote student engagement and whether they improve the overall quality of education.
One of the main arguments in favour of the use of IWB is that they allow students to engage in visual imagery in a deeper way than they do with just the spoken word. (Marentette & Uhrick, [nd]) The ability to create dot points and provide images, slides or video clips is a huge advantage and can provide a visual link to theory, thereby engaging students in the subject being taught. History teacher Richard McFahn stated that since IWB were introduced at his school "the students have gone from being completely uninspired to being enthused with the prospect of learning.” (Murray, 2006 p. 13). There is a ludic or fun element to IWB, with the interactive interface, touch screen and the ability to integrate animation, sound, video, and text gives the sense of play which is an important factor in keeping students engaged (Cuthell, 2005).
Besides increasing student class engagement, the use of IWB can provide teachers with the flexibility to tailor lessons to students various learning styles (Cuthell, 2005). This point was illustrated clearly in an article called ‘Use of SMART Boards for Teaching Kindergarten’. Students with limited literacy skills were able to utilise the board to demonstrate an understanding of outcomes in a science lesson through visual cues, the students then touched the screen on the correct answer. This was a way that teachers could test for learning that was previously unavailable to students with limited literacy skills (Preston and Mowbray, 2008).
Further benefits that IWB provide is the advantage the software gives teachers in lesson planning. The ability to cut and paste material in planning and then the immediacy of being able to switch between power points to writing on the boards or to use clips and images is a long way from traditional methods of relying on handouts and posters or needing to set up a television set prior to the class to use a clip or a scene from a movie (Barker, 2007).
While there are many positive views on the use of IWB with their use being internationally regarded and rolled out throughout schools world wide, there are other issues which also need to be considered. First and foremost of these is cost. The technology is quite cost prohibitive at around AUD8,000 for a basic model, making this very expensive to be utilised broadly within a school (Dudeney, 2006). Dudeney goes on to argue that to get the critical mass needed to make training and software licences viable schools need to acquire about half a dozen IWB. The reality is that this can be extremely expensive or unachievable for many schools.
A lack of specialised software for some Key Learning Areas, such as languages was also an issue raised in several articles. This can limit the resources available to some teachers, defeating the purpose of having the technology in the first place and result in IWB being under utilised (Dudeney, 2006).
One point that was often discussed was the training of staff. Appropriate training is essential to ensure IWB are utilised to their potential. If teachers are just given them without training they won’t know how to use them. One UK
It is clear that the use of IWB can take classrooms to a new interactive level. From their desks students can participate in interactive tours, watch clips or videos relevant to the content taught and have a summary of the lesson in a visual format. These are all good educational progressions that are only possible with the use of IWB. Although these progressions may not influence test scores they will engage this tech savvy generation and the links are clear between student engagement and academic achievement at school. Through this research it is also clear that adequate training is important to IWB being properly utilised to their full potential. More Australian research can be undertaken on how much IWB are currently being used in Australian schools and the pedagogical implications of their use. It is important that educators are relevant and find new ways to engage students. Technologies like IWB can do this, however it is important to understand that technology in itself will not solve every need because fundamentally, successful classrooms always come down to good pedagogy.
Bibliography
Bax, S. (2006). Interactive white boards watch this space. IATEFL Call Review summer 2006. Retrieved September 4, 2010, from http://associates.iatefl.org/pages/materials/itskills25.pdf
Cuthell, J.P.,(2005), Seeing the meaning: The impact of interactive whiteboards on teaching and learning. BECTA. Retrieved September, 3, 2010 from http://www.virtuallearning.org.uk/whiteboards/index/html
Dudeney, G. (2006). Interactive quite bored: IATEFL Call Review summer 2006. Retreived September 4, 2010, From http://associates.iatefl.org/pages/materials/itskills25.pdf
Marentette, L. & Uhrick, A. [n.d.] Reaching learners: Immersive education through interactive multimedia.VP sales & marketing, Nextwindow. Retrieved August 19 2010 from http://www.presentationproducts.com/sites/pproducts.com/files/Infocom%20-%20ReachingLearners.pdf
Friday, October 15, 2010
Research Analysis 2
In our modern, technologically driven society, Information Technology plays an important role in every day life. Therefore, having competent skills with computers and computer applications is an essential skill for all students to acquire (Trimmel & Bachmann, 2004). However what are the issues involved in changing our classrooms from the traditional use of pens and paper to the use of laptop computers? Is the expense and associated distractions worth the change to current technology or can laptops improve other area’s of student achievement besides just improving Information Communication Technology (ICT) skills?
While there are many negative arguments against adopting laptop computers in the classroom there is a lot of data promoting the improved outcomes in student motivation and enhanced learning experience as well as increasing students attendance, this is a major achievement in a time when youth are becoming disengaged with the education system and truancy is at an all time high. Besides this it appears that laptops have shown to increase cognitive spatial ability that seems to transfer into higher test scores. Some of the issues around physical strain can be managed with teachers mixing activities up so students aren't sitting there looking at their laptops all day and teachers and other staff promoting correct posture for backs and necks. As well as this schools can limit the distraction caused by laptops by using network oversight for teachers and blocking network access to certain sites in certain areas of school. In conclusion it is evident that the benefits provided by laptops in the classroom out weigh the negative issues. In a highly digital society computers are here to stay and they will play an ever increasing roll in our lives including our education system, laptops can't be used in every lesson but they will play an important roll in the future of education.
Bibliography
McVay, G., Snyder, K. & Graetz, K. (2005). Evolution of a laptop university: a case study.British Journal of Educational Technology, 36 (3), 513-524. Retrieved October 10, 2010, from CAUL Wiley-Blackwell database.
Rubenstein, J., Meyer, D., Evans, J. (2001), Executive Control of Cognitive Processes in Task Switching. Journal of experimental Psychology: Human Perception and Performance, 27, 763-797. Retrieved October 14, 2010, from PsycARTICLES database.
There is much data supporting the positive aspects of students using laptop computers in class. One of the main findings is that laptops increase student motivation in classes where they are used (Trimmel & Bachmann, 2004), (Lauricella & Kaye, 2010). Besides this laptop computers also improve attendance rates of students as well as increased learning interest in classes where laptops are used. (Trimmel & Bachmann, 2004). This is a positive outcome that comes with technology in general in that it has a fun element to it. Research seems to also suggest that students who use laptops over time have improvements in their academic grades (Lauricella & Kaye, 2010). A further study by Trimmel and Bachmann (2004) shows increased scores in tests on spatial intelligence. Another finding that isn’t too surprising is that students who use laptops regularly have better general computing skills than students that don’t use them.
While there is much positive data around laptop use there are also negative aspects to this technology. One main argument against students using laptops in the classroom is the distraction that they cause . According to one study by Lauricella and Kaye (2010) 74% of students admitted to spending up to 50% of class time sending and receiving messages by Instant messenger or by email, with another study by Kraushaar and Novak (2010) finding that up to 42% of class time is taken up with students multitasking and looking at non-class related material. Multitasking is a real problem as it students attention switches back and forward between productive class work and non-productive material that is not associated with class work (Kraushaar & Novak, 2010). Other studies show that multitasking leads to a dramatic increase in memory errors and the processing time required to learn new material (Rubenstein, Meyer & Evans, 2001).
Besides these implications other considerations to be made when adopting laptop technology in schools is the disruptions and lost time caused by technical failures and the associated cost in improvements in the wireless infrastructure and IT support systems as well as repairs and replacements of damaged or lost laptops (McVay, Snyder & Graetz, 2005).Another argument against schools adopting laptops are the negative health affects surrounding them. It was found that students commonly complained of sore arms and fingers and stiff necks and backs, as well as dry eyes related to starring at the laptop screens (Trimmel & Bachmann, 2004).
While there are many negative arguments against adopting laptop computers in the classroom there is a lot of data promoting the improved outcomes in student motivation and enhanced learning experience as well as increasing students attendance, this is a major achievement in a time when youth are becoming disengaged with the education system and truancy is at an all time high. Besides this it appears that laptops have shown to increase cognitive spatial ability that seems to transfer into higher test scores. Some of the issues around physical strain can be managed with teachers mixing activities up so students aren't sitting there looking at their laptops all day and teachers and other staff promoting correct posture for backs and necks. As well as this schools can limit the distraction caused by laptops by using network oversight for teachers and blocking network access to certain sites in certain areas of school. In conclusion it is evident that the benefits provided by laptops in the classroom out weigh the negative issues. In a highly digital society computers are here to stay and they will play an ever increasing roll in our lives including our education system, laptops can't be used in every lesson but they will play an important roll in the future of education.
Bibliography
Fink III, J. (2010). Why We Banned Use of Laptops and "Scribe Notes" in Our Classroom. American Journal of Pharmaceutical Education, 74(6), 1-2. Retrieved October 11, 2010, from Education Research Complete database.
Kraushaar, J., & Novak, D. (2010). Examining the Affects of Student Multitasking With Laptops During the Lecture. Journal of Information Systems Education, 21(2), 241-251. Retrieved October 11, 2010, From Education Research Complete database.
Lauricella, S. & Kay, R. (2010) Assessing laptop use in higher education classrooms: The laptop effectiveness scale. Australasian Journal of Educational Technology, 26(2). Retrieved September 27, 2010, from http://www.ascilite.org.au/ajet/ajet26/lauricella.pdf
Moon, S. (2009). Beyond laptops: The real education revolution. Retrieved October 11, 2010, From http://www.openforum.com.au/content/beyond-laptops-real-education-revolution
Trimmel, M., & Bachmann, J. (2004). Original article Cognitive, social, motivational and health aspects of students in laptop classrooms. Journal of Computer Assisted Learning, 20(2), 151-158. Retrieved October 12, 2010, from EBSCO host database.Rubenstein, J., Meyer, D., Evans, J. (2001), Executive Control of Cognitive Processes in Task Switching. Journal of experimental Psychology: Human Perception and Performance, 27, 763-797. Retrieved October 14, 2010, from PsycARTICLES database.
Wednesday, October 13, 2010
Cognitive, social, motivational, and health aspects of students in laptop classrooms
Trimmel, M., & Bachmann, J. (2004). Original article Cognitive, social, motivational and health aspects of students in laptop classrooms. Journal of Computer Assisted Learning, 20(2), 151-158. Retrieved October 12, 2010, from EBSCO host database.
This study by Trimmel and Bachmann (2004) looked at 49 students at an Austrian private school, 27 students were in laptop only classrooms and 22 were in traditional non-laptop classrooms. The aim of the study was to find differences in cognitive performance, social atmosphere, communication, motivation and issues of strain and health issues. Data was collected by a series of tests and questionnaires over a one and a half year period. All but one non-laptop student reported having a laptop at home with laptop students using a computer 7-8 hours a day and non-laptop students using a computer 2-3 hours a day. The results of this study were quite interesting. Unsurprisingly, laptop students had scored higher on tests regarding general computing skills and had more positive results regarding classroom atmosphere, student motivation, spacial intelligence and learning interest. However there were issues regarding health with laptop students reporting negative effects of physical strain in hands, arms, necks and posture. Strain on eyes was also an issue with laptop students who were commonly suffering the effects of dry eyes.
It seems to be clear in this study that laptops have many positive benefits but these do need to be weighed up against the negative health affects.
This study by Trimmel and Bachmann (2004) looked at 49 students at an Austrian private school, 27 students were in laptop only classrooms and 22 were in traditional non-laptop classrooms. The aim of the study was to find differences in cognitive performance, social atmosphere, communication, motivation and issues of strain and health issues. Data was collected by a series of tests and questionnaires over a one and a half year period. All but one non-laptop student reported having a laptop at home with laptop students using a computer 7-8 hours a day and non-laptop students using a computer 2-3 hours a day. The results of this study were quite interesting. Unsurprisingly, laptop students had scored higher on tests regarding general computing skills and had more positive results regarding classroom atmosphere, student motivation, spacial intelligence and learning interest. However there were issues regarding health with laptop students reporting negative effects of physical strain in hands, arms, necks and posture. Strain on eyes was also an issue with laptop students who were commonly suffering the effects of dry eyes.
It seems to be clear in this study that laptops have many positive benefits but these do need to be weighed up against the negative health affects.
Tuesday, October 12, 2010
Examining the Affects of Student Multitasking With Laptops During The Lecture.
Kraushaar, J., & Novak, D. (2010). Examining the Affects of Student Multitasking With Laptops During the Lecture. Journal of Information Systems Education, 21(2), 241-251. Retrieved October 11, 2010, From Education Research Complete database.
This paper by Kraushaar and Novak (2010) looks at undergraduate student use of laptop computers in lecture theatres. The aim of this study is to look at the affects of multitasking during lectures and to ascertain weather multitasking (looking at non course related material and applications) has an effect on student learning outcomes. Data for this study was collected by student self reporting and through the use of spyware installed on students laptops. The idea of installing spyware on the students laptops was to be able to check the self reported data against the collected data fed by the spyware. The spyware was installed upon agreement with the participating students, and it was quite often disabled by students to hide what they were doing. There were 97 students who participated in the study and they were all undergraduates from the one faculty in differing years at Vermont University. The results were interesting as they show that students have non-course related material open 42% of the time and there seemed to be an under reporting of the multitasking as shown by the software data. This is concerning for other studies that rely solely on self reported data. The correlation though between multitasking and academic achievement wasn't quite clear with one measure showing that it did affect academic achievement and another measure showing that it was unclear. This was a good study with some interesting results especially revealing the amount of non-course related material that is looked at during lectures, as this seemed especially high.
This paper by Kraushaar and Novak (2010) looks at undergraduate student use of laptop computers in lecture theatres. The aim of this study is to look at the affects of multitasking during lectures and to ascertain weather multitasking (looking at non course related material and applications) has an effect on student learning outcomes. Data for this study was collected by student self reporting and through the use of spyware installed on students laptops. The idea of installing spyware on the students laptops was to be able to check the self reported data against the collected data fed by the spyware. The spyware was installed upon agreement with the participating students, and it was quite often disabled by students to hide what they were doing. There were 97 students who participated in the study and they were all undergraduates from the one faculty in differing years at Vermont University. The results were interesting as they show that students have non-course related material open 42% of the time and there seemed to be an under reporting of the multitasking as shown by the software data. This is concerning for other studies that rely solely on self reported data. The correlation though between multitasking and academic achievement wasn't quite clear with one measure showing that it did affect academic achievement and another measure showing that it was unclear. This was a good study with some interesting results especially revealing the amount of non-course related material that is looked at during lectures, as this seemed especially high.
Monday, October 11, 2010
Beyond laptops: The real education revolution
Moon, S. (2009). Beyond laptops: The real education revolution. Retrieved October 11, 2010, From http://www.openforum.com.au/content/beyond-laptops-real-education-revolution
In my research on laptops in schools I have been looking at the federal governments roll out of laptops for year 9 students and how each state has gone about this and the success and downfalls of the program. whilst researching I found this interesting article by Sheryle Moon on the failures of the so called educational revolution. Moon criticises the governments obsession withtechnology trinkets such as laptops. This was a major platform for the Rudd government and to think that a laptop computer in the hands of all our fifteen year olds was the answer for education and training shows just how small thinking our politicians are. Moon calls for a greater emphasis on fostering creative thinking in our students. Moon furthermore says that our employers are looking for communication, collaboration and creativity skills and she admonishes the work of Sir Ken Robinson in education and agrees that our schools teach students the same way they have been taught for a hundred years and that greater focus needs to be paid to right hemisphere thinking and allowing our children to experiment and think creatively. While I do agree with Moon, I have found some great things are being done with the laptop program. I have read many positive articles about this program and I do believe that this is a major step in our education system to transforming it to the new digital society. A great article regardless with some valid points.
In my research on laptops in schools I have been looking at the federal governments roll out of laptops for year 9 students and how each state has gone about this and the success and downfalls of the program. whilst researching I found this interesting article by Sheryle Moon on the failures of the so called educational revolution. Moon criticises the governments obsession withtechnology trinkets such as laptops. This was a major platform for the Rudd government and to think that a laptop computer in the hands of all our fifteen year olds was the answer for education and training shows just how small thinking our politicians are. Moon calls for a greater emphasis on fostering creative thinking in our students. Moon furthermore says that our employers are looking for communication, collaboration and creativity skills and she admonishes the work of Sir Ken Robinson in education and agrees that our schools teach students the same way they have been taught for a hundred years and that greater focus needs to be paid to right hemisphere thinking and allowing our children to experiment and think creatively. While I do agree with Moon, I have found some great things are being done with the laptop program. I have read many positive articles about this program and I do believe that this is a major step in our education system to transforming it to the new digital society. A great article regardless with some valid points.
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