Print and Refractory Concrete: new opportunities in scale, surface and durability.

The conference presentation will discuss a recent collaboration between artist printmaker Tracy Hill and ceramic researcher Dr Alasdair Bremner. The aim was to create large format 3D relief prints that retained a print quality, yet were rendered in a durable material. The presentation will discuss the compromises and opportunities that developed from the cross-disciplinary activity. Tracy has been developing a way of translating the marks from etched metal plates and silkscreen images onto the surface of cast plaster. The direct interaction with this surface and the relationship which resulted between the oil based ink of the etched plate and the surface layer of the water based ink laid down by the silk screen, offered many potential combinations, creating a versatile and unique medium that was printed, yet retained a relief surface. The disadvantage of this process was the fragility of the resulting works. A potential solution was to translate the process into ceramic. Alasdair’s research using castable refractory concrete to create large format architectural ceramics presented a way to achieve pieces that would have the scale and durability that was required. This industrial technology offers the opportunity to achieve the creation of objects that do not conform to some of the traditional limitations of conventional clay yet can make use of a range of ceramic surface treatments. The challenge of the project was to translate the techniques that Tracy had developed for use in plaster to refractory concrete material, combining the print quality with ceramic glaze qualities. They will discuss the processes developed and highlight the advantages print making in refractory concrete can offer in terms of the interaction of glaze and oxide; the scales possible and finally the durability and permanency. This collaboration opens up new possibilities for printmaking beyond the conventional print within a gallery space

Matrix of Movement and Haecceity: Walking in Spatiotemporal Landscapes

Apparently featureless ancient Northern landscapes have long been represented as places of darkness, disease and death within Western culture. Despite an increasing acknowledgment for the need to readjust our perceptions of these spaces and to acknowledge their environmental importance as living landscapes there is, as yet little publicity to promote this new way of seeing. Through my artworks I show how historic perceptions of ’The Waste’ (Defoe, D. 1726) can be challenged through cross-disciplinary fine art practice. As we search for the beginning of the Anthropocene epoch, our legacy and presence as a civilization will be defined through the very fabric of the earth. The scale of environmental damage caused in the name of ‘progress’ will be visible as a stark measure of how detached we have become from the land on which we live. My artwork communicates the forgotten possibility of a deeper and more intuitive understanding with the earth beneath our feet offering images, which are thought-provoking, sensory responses to places encountered through walking. By exploring the relationship between the aesthetic, handmade surface and the capabilities of the developing digital era it is possible to explore a wider relationship between artist and new technology and how in turn that can affect, reimagine and challenge preconceptions of a wider social understanding of our place in the world. My aim is to show the beauty in walking these unique northern spaces, to question our interpretation of and to be cautious of the digital data sources on which we are increasingly reliant but above all to invite encounters with forgotten landscapes, landscapes which have shaped our past and have the capability to protect our future

Crossing the Digital Divide and the Equity Expanse : Reaching and Teaching All Students During the Pandemic

The COVID-19 pandemic illuminated the digital divide revealing an expanse of inequity among students who had access to the internet, personal devices, and parental support during remote learning and those who did not. Framed with the theoretical lenses of structural ideology and culturally responsive school leadership, this paper details the results of a survey completed by 56 Minnesota district level technology directors. The survey asked how school districts were responding to the technology needs of students and families while in hybrid and distance learning models. Often those without access to digital tools and information were those who were also experiencing poverty. Recommendations for further research are provided including advocacy for the expansion of broadband access, the pandemic’s impact on the mental health of students, and efforts to sustain access to technology for all learners after the COVID-19 pandemic concludes. Keywords: COVID-19, pandemic, equity, technology, distance learning, hybrid learning, students, education, structural ideology, culturally responsive school leadershi

COVID Disruption Requires More Than Providing a Device: How Districts are Engaging Students and Families Online

As school districts pivoted to online delivery in the spring of 2020, the urgent need for each student to have a device in hand and internet connectivity was a remarkable challenge. Immediate action was taken, incredible financial investments were made, and creative problem solving peaked to provide students access to the tools needed for online learning. Despite this laudable feat, districts are entering the third school year disrupted by COVID and confronted with the Delta surge, disheartening student learning loss, and an emerging reality that hybrid and online learning models are not going away. Truancy issues, unresponsive home supports, and parental deficits in technology skills have challenged schools. A repeat of last year is not an acceptable option for our country’s students. With the intent to guide schools toward more effective practices, 55 Technology Directors detailed how their districts engaged students and families online

3 Education Wins Sustained by District Technology Directors Post-pandemic

Technology directors express optimism about the opportunity to reimagine school as a consequence of the pandemic. They describe three important wins post-pandemic: marked increases in teachers’ technology proficiency and improved digital pedagogy, addressing educational equity barriers through online learning models, and reimagining schools vs. long-held traditional educational models

Crossing the Digital Divide and the Equity Expanse: Reaching and Teaching All Students During the Pandemic

The COVID-19 pandemic illuminated the digital divide revealing an expanse of inequity among students who had access to the internet, personal devices, and parental support during remote learning and those who did not. Framed with the theoretical lens of equity literacy, this paper details the results of a survey completed by 56 Minnesota district level technology directors. The survey asked how school districts were addressing the technology inequities experienced by students and families while in hybrid and distance learning models. Results reflected that districts’ efforts to provide students technology devices were efficient and successful. Of greatest concern for respondents was the lack of students’ attendance and engagement in learning. Recommendations for further research are provided including advocacy for the expansion of broadband service, the pandemic’s impact on the mental health of students, and efforts to sustain access to technology for all learners after the COVID-19 pandemic concludes

An Equitable Technology Infrastructure Model: Sustained Technology Practices Implemented During COVID-19 That Address Educational Inequities

2020 Abstract: The COVID-19 pandemic illuminated the digital divide revealing an expanse of inequity among students who had access to the internet, personal devices, and parental support during remote learning and those who did not. Framed with the theoretical lens of equity literacy, this poster details the results of a survey completed by 56 Minnesota district level technology directors. The survey asked how school districts were addressing the technology inequities experienced by students and families while in hybrid and distance learning models. Results reflected that districts’ efforts to provide students technology devices were efficient and successful. Recommendations for further research include advocacy for the expansion of broadband service, the pandemic’s impact on the mental health of students, and efforts to sustain access to technology for all learners after the COVID-19 pandemic concludes.2022 Abstract: The COVID-19 pandemic ushered in a dramatic shift to online learning for K-12 public schools, requiring school districts to address inequities that surfaced in the remote learning model. This poster includes the findings of the second study of a multi-year research project exploring the intersection of technology and educational inequities through the pandemic. As the pandemic waned, practitioners evaluated which practices developed during remote learning should be sustained. Five Minnesota technology directors participated in a focus group to discuss how inequities are being addressed in their schools post-pandemic. Technology directors explained that the pandemic was an opportunity to reimagine schools for the success of all students through an infrastructure that includes actions relative to three domains: effective instruction, school-home partnerships, and law and policy. Further research is recommended, such as broadening the geographical location of participants outside of Minnesota, expanding participants beyond the role of technology director (i.e., students, teachers, parents), and analyzing student enrollment in K-12 online schools through a longitudinal study