|NCECA 2014 conference program|
|posters and magazines and bags from the NCECA conference|
|the erroneous program description (with my edits)|
Parent-Ramos then went on to talk about other technologies people are using in the classroom and why these technologies might be beneficial. She made a point of saying that technology should be an means to an end. My mom and I had been having an ongoing discussion about 3D printed work at the conference shows. There seemed to be excitement about this particular new technology, but I saw few examples where people are using it to do something they couldn't do using traditional throwing or hand-building techniques. This is an example of using new technology just because you can.
|Printed work by Del Harrow at "Flow" (the NCECA Invitational exhibition). Why couldn't this work be thrown on the wheel?|
|Printed work by Christopher Basil Fong. This would be tough to throw or build with slabs.|
The discussion gave me the sense that I am already doing somethings right. This confirmation and the ideas and suggestions from various participants got me thinking of ways I can increase my use of these technologies and classroom structure adjustments. Interestingly, though I frequently flip my other classes, I hadn't really incorporated much flipping into my clay classes. I have the students watch videos, handle pottery, and even read articles outside of class, but I've often considered this as supplemental to the class. Since it was the way I learned, I always assumed that clay class was for demonstration; homework time was for practice. I appreciated Parent-Ramos' phrasing of the issue: she said any information that can be "poured" into the students can be flipped. Students, in this approach, can watch demonstrations outside of class time, and come with that knowledge base. Then the classroom demonstrations are building on a foundation of knowledge, rather than starting from scratch.
|new physical resources to supplement the virtual resources we discussed|