Inviting and merging technology into the creative dance classroom is a brilliant way to not only enhance the curriculum, but one that engages students in a dynamic environment that embraces creativity, critical thinking and collaboration skills of students in a modern way.
I do not want students to think of my class as a regular dance class, but one where they are always learning new things that will invite and encourage them to think outside of the box.
I see the tech integrated classroom as a gateway of possibilities in which I can formulate my lessons and coursework to where students can become creative investigators. I see it as a place where students can dig into their creative toolboxes and use digital tools to solve problems related to their field in the arts. Each and every day will be a new exploration.
I see technology being a means of collaboration and creative inquiry. I see it being a frequent tool for students to create new ways to engage themselves in critical thinking as well as problem solving. I see it as an engaging way to check for understanding of material. I see it being normalized in the dance subject area so that we can adjust and move on with the times and create new methods of investigation and exploration in movement. In an age where tech is rapidly advancing in all art forms, I see it so that students can be more technologically advanced as future artists.
It is no surprise that technology would be a great asset to the creative dance classroom. There are many similarities between technology and movement. Math and numbers, arithmetic, computational thinking, higher order thinking, abstract thinking and more.
Merging these two forms would create an even more engaging classroom and will invite students of all ages, backgrounds, and abilities to advance in their interest.
Inviting technology into this course will address digital equity by providing underserved students with skills that will prepare them for the working world as artists and creative innovators. From my own experience of not having access to quality learning or material in tech, I want to be able to acknowledge the digital divide and digital use divide by ensuring that students are supported in and out of the classroom. If my classroom, where there is a will, there is a way. Creative and technological innovation provides that support.
In the context of k-12 education, digital equity to me looks like a classroom where students are equally supported despite societal disparities in tech accessibility and usage. It is an equity that will ensure all students gain equal and equitable opportunities based on resources provided. It is doing my best as an educator to ensure this is a feasible asset and if it is not, doing my best to modify the curriculum to where students are up to date with societal standards and lessons so that they can become changemakers and artists of tomorrow.
I intend to promote digital equity by ensuring students have access to technology at all times, creating lessons that address usual issues that arise in digital equity and usage, exercising students' creative toolkits in both tech and dance, and ensuring to inform students on what digital equity looks like in theory and in practice. I plan to use resources such as the P21 & NAE- Framework for 21st-Century Learning (4 C's) , Bloom's Taxonomy & Digital Taxonomy (lower to higher-order thinking) , the SAMR model, Culturally Responsive Pedagogy (CRP), Inquiry-based Learning , collaborative and web 2.0 tools and more!
Digital equity will be an integral part of my general teaching philosophy by ensuring that my students are always engaged, collaborating, always asking questions, supporting one another and exercising their creative autonomy no matter the subject area.
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