Theatre Screens - Tech Connections in the Drama Classroom

      An issue that I have always had as an arts educator is that we are now and forever, constantly and always, endlessly and ceaselessly being told that our content is great fodder for scaffolds. Now...this is quite true. For example, a student who might not be able to write a three-paragraph story could potentially draw a beautiful illustration that conveys a brilliant tale. A different student might not be able to recount the arc of a character with words alone, but they could act it out with gusto in a drama class. Still another student might not be able to get every formula straight, but they could find the ways that rhythm and melody tie math together, making answers easier to hear. That feeling of your content always being in service to something that is deemed more important is also felt with regards to digital tools, as argued by Jodi Pilgrim and Sheri Vasinda in their article, Technology supports in the UDL framework: Removable scaffolds or permanent new litera...

I am approaching this blog a bit differently than I typically would, which is normally research-forward and planned in advance. Instead, I thought it might be interesting to give a bit of a play-by-play with my first go-round with A.I. software. Full disclosure: I am wildly reluctant to use A.I. in any form for the myriad of reasons that are all over the news these days. It's terrible for the environment, it's stealing arts-based jobs from writers, animators, and more...I am going to make every attempt to open my mind to the potential uses that A.I. can hold in the classroom and see where we land!  Many colleagues are already using Gemini on a regular basis for text scaffolds and adaptations, so there has to be more here than meets the eye... Part One: Lesson Plan Generation & Evaluation 1-2) Pro's, Con's and Improvements      Do I have to eat my shoe now? Can the Tech Literacy & Engineering teacher on the other side of my classroom wall hear my astonishment?...