Download or read book Integrating Computer Technology in an Art Classroom written by Li-yan Wang and published by . This book was released on 1996 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Role of Technology in the 21st Century Art Room written by David Diehl and published by . This book was released on 2013 with total page 61 pages. Available in PDF, EPUB and Kindle. Book excerpt: How are art teachers today utilizing computer technology in the classroom and what role do they feel it should serve in art education? The purpose of this study was to explore how elementary art educators in North Carolina schools are integrating computer technology into instructional delivery. The answers to these questions may provide art educators with more effective strategies for infusing computer technology into future classroom instruction. A total of eighty-six survey responses provided by elementary art teachers in the state of North Carolina comprised the data sample for this study. The study participants teach grades kindergarten through fifth in elementary schools across the state. The measuring instrument used to gather and tabulate data was the statistical software program Qualtrics. Surveys were made available to art teachers through online art education venues and emails. The data was analyzed and presented in graph and chart form in this thesis. It was hypothesized that as art teachers gain greater access to classroom based computer technologies they will both use those technologies more frequently and develop more favorable attitudes regarding computer technology usage in the classroom. The data did support the hypothesis. Results showed that greater access to computer technology correlates with increased technology integration and teachers having more favorable beliefs about technology usage in the classroom. Surveys demonstrated art teachers are frequently using computer technologies in their classrooms and many view computer technology favorably. The study outcomes give art teachers insight into how other art teachers are using computer technology in their classrooms and what types of use are most successful. Art teachers may have fewer opportunities for collaboration with one another since most schools only have one art teacher. This study offers art teachers the opportunity to see how other art educators are incorporating computer technologies in the classroom. This valuable insight into what types of computer technology usage are perceived as most useful can help others who may be uncertain how to incorporate computer technology in the classroom with useful integration strategies.
Download or read book Integrating Computer Technology Into the Classroom written by Gary R. Morrison and published by . This book was released on 1999 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents a rationale and teaching model for integrating computer technology into the curriculum.
Download or read book Integration of Contemporary Technology in the Art Classroom written by Timothy J. Kerns and published by . This book was released on 1995 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Computer Education for Teachers written by Vicki F. Sharp and published by . This book was released on 2001-08 with total page 596 pages. Available in PDF, EPUB and Kindle. Book excerpt: Extremely clear and comprehensive, Computer Education for Teachers features classroom lessons, activities, and projects, over 300 clear illustrations, state-of-the-art technology developments, a chapter on multimedia, two Internet chapters, a large collection of annotated Internet Sites in each chapter, a chapter on computers in special education, an annotated recommended software listing, a summary of current computer research, and an extensive bibliography.Designed to meet the needs of the student unfamiliar with the use of the computer in the classroom, the book is written for undergraduate and graduate education students who want an up-to-date, readable, practical, and concise introduction to computers for teachers. It assumes no prior experience with computers. The chapters are written so that the reader can pursue them in any order.
Download or read book Revolutionizing Arts Education in K 12 Classrooms through Technological Integration written by Lemon, Narelle and published by IGI Global. This book was released on 2015-04-30 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educational technologies are becoming more commonplace across the K-12 curriculum. In particular, the use of innovative digital technology is expanding the potential of arts education, presenting new opportunities—and challenges—to both curricular design and pedagogical practice. Revolutionizing Arts Education in K-12 Classrooms through Technological Integration brings together a variety of perspectives, research, and case studies that emphasize a pedagogical awareness of diverse learning styles, while highlighting issues of ethics and equality across the educational landscape. This timely publication is aimed at K-12 arts educators leading classrooms focusing on dance, drama, media, music, and the visual arts, as well as pre-service teachers, museum and gallery educators, policymakers, and designers of academic curricula.
Download or read book Computer Art Methodologies for Teachers written by Leah H. Morgan and published by . This book was released on 2006 with total page 574 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation is a case study of experienced art teachers who learned to use computer technologies and how that knowledge was passed on to others in the art education profession. The contributions of other art teachers to the dissemination of this knowledge are also delineated. The study took place primarily during computer art technology classes taught during summer sessions in the years 2000 to 2003. The 2003-year was a follow-up observation of a teacher/student from the original computer art technology classes for art teachers and how that teacher used the information learned from previous summer sessions to also teach art and technology to elementary students. Research followed the participant/observer format with the researcher taking a different approach each session. Roger's (2003) Diffusion of Innovations studies provided a framework for analyzing the research. This framework helped to examine primary and secondary subjects in this research and to categorize them along already established research. Findings in this study included the importance of modeling good technology teaching methods such as step-by step instruction, guided practice, integration of technology into the curriculum, use of projectors and peripheral digital computer equipment, and use of presentation programs. Also of great importance were networking, seeking valid research in innovation, seeking state and/or federal backing and grant monies, and art associations along with their continuing role in professional development. From this study it was recommended that institutions of higher learning require art education students to take at least one computer graphics class, a computer literacy class, and a teaching methods class, each of which incorporates computer technology. It was concluded that art, education, and technology may be separate entities, but these areas should be integrated because even though they may be separate areas of instruction, real life situations integrate all of our competencies into one complete life experience.
Download or read book Teaching Art History with New Technologies written by Kelly Donahue-Wallace and published by Cambridge Scholars Publishing. This book was released on 2009-05-05 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: Digital images, Internet resources, presentation and social software, interactive animation, and other new technologies offer a host of new possibilities for art history instruction. Teaching Art History with New Technologies: Reflections and Case Studies assists faculty in negotiating the digital teaching terrain. The text documents the history of computer-mediated art history instruction in the last decade and provides an analysis of the increasing number of tools now at the disposal of art historians. It presents a series of reflections and case-studies by early adopters who have not just replaced older materials with new, but who have advanced the discipline's pedagogy in doing so. The essays illustrate how new technologies are changing the way art history is taught, summarize lessons learned, and identify challenges that remain. Given the transitional state of the field, with faculty ranging from the computer-phobic to the computer-savvy, these case studies represent a broad spectrum, from those that focus on the thoughtful integration of new technologies into traditional teaching to others that look beyond the familiar art history lecture or seminar format. They provide both practical suggestions and theoretical models for historians of art and visual culture interested in what computer-mediated applications have been successful in art history teaching and where such new approaches may be leading us.
Download or read book Adoption of Computer based Technologies Among Art Educators written by Patricia Louise Rogers and published by . This book was released on 1997 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Computers in the Art Room written by Donald A. Saldicco and published by . This book was released on 2008 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Art and Technology written by Sheyda Ardalan and published by Teachers College Press. This book was released on 2021 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learn how to use digital technologies to provide a rich new entry-point for art students to make meaning, express their thoughts, and visualize their ideas. Through the lens of artistic development, this book offers a wide-ranging scope and sequence of over 50 technology-based art lessons. Each lesson plan includes the art activity, learning level, lesson objective, developmental rationale, list of materials, and suggested questions to motivate and engage students. The text also includes images of student work, students at work, and the environment of the classroom (many in full color). The authors' pedagogical approach begins with inquiry-based exploratory activities followed by more in-depth digital art lessons that relate to students' interests and experiences. With knowledge of how technology can be used in educationally sound ways, educators are better equipped to advocate for the technological resources they need. By incorporating technology into the art classroom--as a stand-alone art medium or in conjunction with traditional studio materials--teachers and students remain on top of 21st-century learning with increased opportunities for innovation. Book Features: Guidance for technology use in the K-12 art curriculum, including specifics for adopting sequential strategies in each grade. Cost-effective strategies that place teachers and students in a position to explore and learn from one another. Developmental theories to help art teachers and curriculum designers successfully incorporate new media. Engaging digital art lessons that acknowledge the role technologies play in the lives of today's young people. Novel approaches to art education, such as distance learning, animation, 3D printing, and virtual reality.
Download or read book The Artful Struggle for the Integration of Computers in Schools written by Loretta Jean Walz and published by . This book was released on 2008 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: Studies over the last ten years suggest computers are not being used to their full potential inside schools (Abrami et al., 2006; Smeets, 2005; Suronta & Lehtimaki, 2004). Findings often recommend some combination of professional development, increased technical support, and the development and acquisition of user-friendly software to remedy the situation. While any one of these options may help in the short term, this thesis argues that, even in combination, none of these solutions get to the root of education's problem with integrating new technology. Policy purports that simply inserting a computer into a classroom will open up new possibilities for learning, however in order to successfully integrate new technology in a way that is beneficial for both students and the teacher, what is needed is an approach to learning that will foster a creative and engaged learning environment. Using a phenomenological perspective that draws from my experience helping teachers implement computer technology and my artistic practice, this thesis will explore what began as a hunch, that there might be something to an artist's approach that makes using technology more navigable. This approach, which is transferable to other environments, can foster meaningful learning. By developing a manner of approach that is by nature creative and leads to an unfolding process for learning, rather than programming for desired outcomes. This thesis draws broadly from four sources: Christopher Alexander's The Nature of Order: An Essay on the Art of Building and The Nature of the Universe, Aristotle's Nichomachean Ethics, Merleau-Ponty's Phenomenology of Perception, and my memories from my Introduction to Painting class in art school.
Download or read book Integrating the Internet Into the Computer Art Curriculum written by Helen T. Burish and published by . This book was released on 1995 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Computer Technology Curriculum written by Steve Sliwinski and published by . This book was released on 1999 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reflections on Teaching Strategies for Integrating Technology Based Activities in Art Curriculum written by Anne Kaye and published by . This book was released on 2002 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Integrating Technology Into the Northern Illinois Public Art Curriculum Within Rural Schools written by Daniel D. Enderle and published by . This book was released on 2012 with total page 89 pages. Available in PDF, EPUB and Kindle. Book excerpt: Art educators in Northern Illinois have begun to integrate technology in the art classroom for instructional purposes, and for the creation of art. The study analyzed current use of digital technology in the K-12 classrooms in rural Northern Illinois. The literature review provided in this study has provided examples of educational theory and the pedagogical value of integrating technology in the art classroom. Benefits for the use of technology for instructional purposes, and for student learning have been provided. Data was collected from an online survey of art educators in rural schools within 4 counties in Northern Illinois. This provided a sample on how art educators are currently using technology in their classrooms. Data was also collected from parents in the Rockton School District to determine what digital technology was available, and how that technology was being used at home.
Download or read book Factors Related to the Level of Instructional Use of Computer Based Technology by Missouri Secondary Art Teachers written by Paul Scott Hemmerla and published by . This book was released on 2000 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recent research has highlighted the clear advantages of including computer based art technologies in curriculum alongside traditional media (Freedman, 1997; Hubbard, 1995). Individual secondary art teachers however are adopting computer technology in widely varied numbers (Chang, 1994). It was postulated that the degree of use of computer technologies in the art classroom was dependent on several factors: (a) the art educators level of training or mastery of the technology (Kiefer-Boyd, 1996), (b) the educators access to that technology (Dana, 1993), and (c) the art educators personal biases and attitudes toward that technology (Heise, 1996). A survey/questionnaire was developed for this study which addressed the following factors: level of computer and internet use, access to computer technology, teacher attitudes toward computer technology, teachers level of training, and curriculum models was sent to a randomly selected sample of 300 secondary art teachers from a list of 807 instructors compiled by Missouri's Department of Education. There were 182 surveys returned or 60.66%, which represented a sample of 22.55% of the total target population. The conclusions of this study were the following. (a) There was a wide variety in the mode and levels of instructional uses Missouri art teachers have found for computer technology. (b) The number of computers available to respondents for art instruction was much greater than the number of computers in their art classrooms. (c) A majority of Missouri teachers had some sort of access to computer resources, but as many as thirty percent (30%) had inadequate access to technology and in addition as many as ten percent (10%) did not have any access to computer technology for instructional use. (d) A majority of secondary art teachers in Missouri wanted more computer based resources for their art programs, and better training for those resources. They also wanted increased in-service training. (e) The attitudes of the Missouri secondary art teachers in this study toward using computer technology for art instruction was overwhelmingly positive. The majority of secondary art teachers would support action by professional art education organizations and institutions to push for increased access and training in computer technologies.
