International Journal of Art & Design Education

How Teachers Use Computers in Instructional Practice – Four Examples in American Schools

Volume 21.2   2002



As the age of electronic images began, rapid social change and the proliferation of new technologies immediately affected almost all aspects of our lives. Especially in the art world, computers are making new and unique aesthetic experiences possible and changing the way in which art is conceived, created, and perceived [1]. A new world has opened for artists, educators, and their students. Technology development seems to require the teaching profession to make changes at an unprecedented rate. However, despite the predictions made by enthusiastic technologists in the early 1980s, computer technology has not revolutionised education. With limited examples of how computer technologies are currently used in American K-12 art classrooms, art teachers at times were unfairly blamed for not embracing new technology. This paper challenges the assumption that teachers are reluctant to change or to embrace the new possibilities of integrating computers in art teaching and learning. It calls for more and better research that is grounded in real art classroom settings. By providing experiences of four Ohio K-12 art educators, this paper aims to offer contextual information and useful insights on strategies for the productive integration of computers into art teaching in contrast to the body of literature that speculates upon how computers should or might be useful in teaching art.