|Published online: June 13, 2014||$US5.00|
Many art educators are finding it difficult to embrace digital technologies in meaningful and creative ways. Using findings from case study research conducted during 2010–2012, the researcher examined two model high schools and two middle schools located in Central Canada. Data collection involved interviews and participant observation as well as archival collection, and it was found that successful approaches to teaching with digital technologies in art emerged. The author outlines key areas crucial to integrating new technologies well. From the results of the analysis, the following suggestions are provided:(1) focus on digital studio creations (specifically the ‘communication’ function); (2) implement traditional visual arts as the program foundation; (3) value educators’ knowledge in traditional art; (4) integrate new technologies slowly; (5) cultivate traditional project-based pedagogy; (6) embrace power dynamics between teacher and students; (7) break down community walls; (8) show students’ work from local to international audiences; (9) foster a critical approach to new technologies; and (10) emphasize digital creativity. In conclusion, educators’ practice is shared and examined and through this their direct experiences are discussed. Suggestions are provided for new educators beginning their careers and for more experienced teachers who are finding it difficult incorporating information and communication technology (ICT) creatively in their classrooms.
|Keywords:||Visual Art Education, Digital Technologies, Information Communication Technology (ICT), New Media, Arts Education, Pedagogy, Curriculum, Creative Approaches to Teaching and Learning, Educational Technologies, Multiple Literacies, Multimodal Learning, Contemporary Visual Art Practices, Best Practices|
Associate Professor, Faculty of Education, Department of Curriculum, Teaching, and Learning, University of Manitoba, Winnipeg, Manitoba, Canada