Videodisc and Hypermedia Case Studies in Preservice Art Education

Galbraith, Lynn

doi:10.2307/1320510

Cited by 5 publications

(3 citation statements)

References 15 publications

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“…Many researchers in the field of art education in the U.S. were, at the same time, exploring the potential for these forms of engagement in art educational settings. Some were interested in the possibilities for hypermedia as a reflective framework for pre-service art educators (Galbraith, 1996), while others envisioned hypertext as a platform for art criticism (Slawson, 1993) and art history (Koos & Smith-Shank, 1996). Still others saw the potential for curriculum models informed by the branching qualities of hypertext (Efland, 1995).…”

Section: Art On Through About and In The Internetmentioning

confidence: 99%

Post-Internet Art and Pre-Internet Art Education

Sweeny

2021

Post-Digital, Post-Internet Art and Education

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Post-Internet art represents a challenge to previous artistic concepts that tended to view the utilization of networked digital technologies as either the fulfillment of utopian fantasies of ego destruction, or the dystopian realization of a posthuman nightmare. Post-Internet art oscillates between these two extremes, making use of numerous interrelated networks that are decentralized in nature. Formal schooling is generally centralized, and art education tends to operate in a similar manner within this system, regardless of attempts to substantially change the structure of the field. A comparison of these two different systems might offer art educators opportunities to rethink practices that have been virtually unaffected by decentralization.

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Section: Art On Through About and In The Internetmentioning

confidence: 99%

Post-Internet Art and Pre-Internet Art Education

Sweeny

2021

Post-Digital, Post-Internet Art and Education

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“…While there are examples of technology use in art education well before the position statements of the NAEA (e.g. Galbraith, 1996 ), the magnitude of the changes advocated may require a paradigm shift for some to consider such usage ( Marner and Örtegren, 2013 ). To help foster such change, it is important to continue to document how K-12 art teachers are being prepared and what current K-12 art teachers' practices include, especially to a broader audience within the larger field of education.…”

Section: Literature Reviewmentioning

confidence: 99%

K-12 art teacher technology use and preparation

Strycker

2020

Heliyon

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Largely absent from educational/instructional technology journals, this study focused on how K-12 art teachers in a southern state used technology to support teaching and learning, uses they found to be the best, and what kinds of technology training they received as part of their initial teacher preparation. Findings indicated that presentation and resource access technologies had transformed the way art teachers in the study work with students and materials. They also had little use of technology to support students with special needs and had limited technology experiences in their own training. Elementary art teachers were found to have more examples of student higher-order thinking skills promoting technology use, while secondary art teachers had more student media creation and a desire to implement digital portfolios. Additional findings and interpretations are offered.

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“…Zimmerman (1994) echoed this concern. Art education researchers have examined preservice students' understanding of reflective thinking and practice (Campbell, 2005) and the impact of technology in preservice programs (Galbraith, 1996;Keifer-Boyd, 1996). Kowalchuk (1999) found that, when preservice teachers felt prepared, they displayed more flexibility in both their thinking and behavior.…”

Section: Related Literaturementioning

confidence: 99%

Novice Art Teachers: Navigating Through the First Year

Kuster¹,

Bain²,

Newton³

et al. 2010

var

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Four researchers collaborated on this multisite qualitative case study that examined 11 novice art teachers negotiating their way through their first year of teaching. Participants in three states were selected through a criterion method sampling strategy. The subjects were employed in rural, urban, and suburban public school districts. Researchers conducted 3-4 structured interviews using the same time line and interview protocols during the 2005-2006 academic year. Results indicate that, as novice art teachers assimilated into their respective school cultures, logistical and classroom management issues were of primary concern. Successes reported included a sense of community with their students, improving dialogue about art, and showcasing their art program. Universities face numerous complexities and problems within the process of teacher education (Brewer, 2006). In addition, state and national mandates cover a breath of issues, including legal and professional issues, mainstreaming students with special needs, assessment, interacting with students, learning styles of students, technology, designing and implementing curriculum, and many more (Galbraith, 1997). Clearly, teacher education programs seek to prepare future teachers for successful careers. Yet, once preservice students graduate from university preparation programs, little research has examined how these recent graduates, now novice art teachers, navigate their way through their first year of teaching. To begin to fill this gap in knowledge about beginning teachers, this qualitative study was conducted by four university faculty researchers involved in art teacher prepa

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Videodisc and Hypermedia Case Studies in Preservice Art Education

Cited by 5 publications

References 15 publications

Post-Internet Art and Pre-Internet Art Education

Post-Internet Art and Pre-Internet Art Education

K-12 art teacher technology use and preparation

Novice Art Teachers: Navigating Through the First Year

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