Teachers' Working Conditions and the Unmet Promise of Technology

Delacruz, Elizabeth Manley

doi:10.1080/00393541.2004.11650065

Cited by 31 publications

(24 citation statements)

References 37 publications

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“…There are distinguishing features of Web 2.0 that may allow it to avoid the route of previous technologies that entered the educational realm with little effect on the day-to-day education of students. Cuban (1986Cuban ( , 2001 and Delacruz (2004) identified features that prevent teachers from using technology in their teaching, including the cost of the technology, the lack of good training to use the technology, the time necessary to learn to use the technology, and the frequency of malfunctioning technology, among others. With Web 2.0, cost is not an issue, many of the technologies are intuitive and have low learning curves, and the software is relatively stable.…”

Section: Web 20 In Educationmentioning

confidence: 99%

Creating and Consuming Web 2.0 in Art Education

Buffington

2008

Computers in the Schools

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Web 2.0 has the potential to dramatically affect educational practices in a variety of ways. Within the field of art education, students and teachers can utilize Web 2.0 to further student understanding and art-making. The potential for students to create the Web is an aspect of Web 2.0 that is particularly well suited for an art classroom. Through examples from teachers and from the author's own practice, this article details potential uses of delicious, flickr, blogs, podcasts, and wiki. Through these technologies, students may collaboratively build knowledge, develop a deeper understanding of their own artworks and those of other artists, and interact with artworks in new ways.

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Section: Web 20 In Educationmentioning

confidence: 99%

Creating and Consuming Web 2.0 in Art Education

Buffington

2008

Computers in the Schools

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“…While we do know that some teachers are integrating ICT in their visual arts teaching with "open minds and a sense of adventure" (Delacruz, 2004), what remains unclear is the extent to which this is occurring across school systems, how practising teachers view or learn to apply technology in their professional lives (Phelps, Graham & Kerr, 2004) and the factors that impact on teachers' willingness to integrate ICT. This dearth of current research is particularly evident in the Australian context.…”

Section: Literature About Visual Arts Teachers' Use Of Ictmentioning

confidence: 99%

“…Resource constraints have been recognised as barriers by a number of writers (Delacruz, 2004;Henning, 2000;Wang, 2002) and these papers also identify poor training opportunities, lack of support and lack of time as significant impacts on visual arts teachers' willingness to integrate ICT. Professional development that does not focus on a specific area of content has been found to be less effective (Wood, 2004).…”

Section: Literature About Visual Arts Teachers' Use Of Ictmentioning

confidence: 99%

“…Wang (2002) reported continued reluctance on the part of visual arts teachers to embrace new technologies and refers to a study of accomplished art teachers and quality art education (Bamford 2001), within which no mention was made of the inclusion of ICT. While some resistance to integration might be attributable to age, research cited in Delacruz (2004) suggested that, although many art teachers are using more ICT, most use only basic applications (such as word processing) rather than applications designed to support creativity. Wood's (2004) work highlights that, while some teachers believe technology maintains student engagement and provides inspiration, others were concerned that students could be easily distracted by technology.…”

Section: Literature About Visual Arts Teachers' Use Of Ictmentioning

confidence: 99%

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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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“…The researchers suggest methods to help traditionalist teachers' adoption of ICT in the classroom. Delacruz (2004) investigates the creative use of ICT within the classroom and how ICT can be used to engage a class. The study found that ICT usage within the classroom is generally not being incorporated in engaging or creative applications.…”

Section: Literature Reviewmentioning

confidence: 99%