Computer art methodologies for teachers: How two art teachers learned to use technology and disseminate that knowledge to other teachers.

摘要

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.