Integrating Computing into Art Education: A Progress Report

Hubbard, Guy; Greh, Deborah

doi:10.2307/3193252

Cited by 9 publications

(4 citation statements)

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“…It is stated in the sources that technologies such as computers and printers have been used in art education since the mid-1980s (Hubbard & Greh, 1991). According to Dolunay (2016), using the Internet to follow worldwide artistic events, making visual designs by making use of technological opportunities in art education, develops and expands students' perspectives on art.…”

Section: Theoretical and Conceptual Frameworkmentioning

confidence: 99%

Formation of a spiritual worldview in students of art education specialties with the help of ethno-design technology

Alzhanov

Smanova

Zor

et al. 2022

WJET

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The aim of this study is to evaluate student views on the creation of spiritual well-being of art education residency students with the help of ethno-design technology. This research was designed in accordance with the qualitative research method. In order to collect data in the research, a semi-structured interview form was prepared by the researchers. The study group of the research consists of 20 graduate students studying in the field of art education at various universities in Kazakhstan in the 2021–2022 academic year. In the research, it was concluded that art education residency students frequently use ethno-design technologies in art education and find ethno-design technologies important in terms of art education. In addition, as a result of the research, it was observed that the art education residency students were undecided about their spiritual well-being and the majority of the students stated that ethno-design technology had a positive effect on their spiritual well-being. In order to popularise the use of ethno-design technologies by art education specialisation students, the education curricula should be enriched and seminars should be organised to increase the spiritual well-being of students. Keywords: Ethno-design technology, art education, spiritual well-being, students of art education specialties

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Section: Theoretical and Conceptual Frameworkmentioning

confidence: 99%

Formation of a spiritual worldview in students of art education specialties with the help of ethno-design technology

Alzhanov

Smanova

Zor

et al. 2022

WJET

View full text Add to dashboard Cite

show abstract

“…In 2001, art educator David Burton announced that electronic technology would be one of the most decisive and far-reaching dimensions of education in the new century (Burton 2001). Writings and classroom practices from the last 20 years in the profession of art education demonstrate how the electronic frontier and art education fit together so well (Hubbard & Greh, 1991;Keifer-Boyd 2005), and how image making, reception and consumption are both facilitated with and changed by computer technologies (Freedman 1991;Emme & Kirova 2005;Lin 2005). Writings in the art education literature describe how classroom utilisation of computer technologies increases interactivity between teachers, between teachers and students, and among students (Koos & Smith-Shank 1996;Keifer-Boyd 1997;Carpenter & Taylor 2003).…”

Section: The Ascent Of Technology In Us Art Education Scholarly Discomentioning

confidence: 99%

Old World Teaching Meets the New Digital Cultural Creatives

Delacruz¹

2009

Int J Art Design Ed

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This article sets forth a conceptual, philosophical and social agenda for art and design education in the twenty‐first century, considering how a set of beliefs articulated within US art education discourse interfaces with conceptualisations about emerging global digital media and technologies. Discussion highlights selected writings in the USA primarily, writings about art education technology orientations; and then describes the professional experiences and insights of the writer as she embraced, implemented and made sense of technology in terms of her own multicultural educational orientation in a US university. Based on these insights, this writer proposes that technology pedagogy is not actually about digital technologies per se, but about what we intend to do with new technologies in the twenty‐first century. Old notions of art as an embodiment of things that matter and a testament to the human condition are now connected to contemporary ideas about citizenship, caring and public engagement. In this trajectory, citizenship education is then posed as central to a future vision of art education in the digitally connected classroom. Caveats and limitations of the educational and transformative power of new global electronic media being set forth in this article are also noted, including paradoxical self‐contradictions within the orientation itself.

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“…Furthermore, as a medium for exploring solutions to design problems (Crowe, 1988;Freedman, 1991;Matthews, 1997), students are able to record and save ideas quickly, manipulate line and colour, modify and incorporate images and employ motion (Hubbard & Greh, 1991). ICT can allow students who might not possess skills with traditional media to focus more on the message and less on execution of art works, thus enhancing self expression (Long, 2001;Wang, 2002;Wood, 2004).…”

Section: The Potential Of Ict In Secondary Visual Arts Classroomsmentioning

confidence: 99%

ICT in the secondary visual arts classroom: A study of teachers' values, attitudes and beliefs

Phelps

Maddison

2008

AJET

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For some 20 years the literature has been highlighting a range of benefits to be gained from integrating information and communication technology (ICT) in the teaching of visual arts. However, little research has depicted the 'state of play' regarding visual arts teachers' approaches to technology within the Australian context. This paper reports on a study of 14 visual arts teachers from a rural area of Australia and reveals broad diversity in individual teachers' social, artistic and educational values, attitudes and beliefs about ICT, leading to widely diverse approaches to both their personal and professional use of technology. The paper explores a number of key issues, including: whether teachers perceive dissonance between ICT and visual arts; whether teachers believe it is important to integrate ICT in their teaching; the role ICT is currently playing in classrooms; the issues teachers are experiencing and how teachers approach their own ICT learning. It is argued that effective ICT professional development for teachers must take account of teachers' values, attitudes, beliefs and perceptions not only regarding ICT, but in relation to teachers' own approaches to their personal and professional learning.

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Integrating Computing into Art Education: A Progress Report

Cited by 9 publications

References 0 publications

Formation of a spiritual worldview in students of art education specialties with the help of ethno-design technology

Formation of a spiritual worldview in students of art education specialties with the help of ethno-design technology

Old World Teaching Meets the New Digital Cultural Creatives

ICT in the secondary visual arts classroom: A study of teachers' values, attitudes and beliefs

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