A Comprehensive Study of Digital Technology's Impact on Traditional Art Education

International Conference celebrating Zaria Art School@60 held at the Department of Fine Art, Ahmadu Bello University Zaria, 2017

Pedagogy is the profession, science, or theory of teaching. Pedagogical knowledge is deep knowledge about the processes and practices or methods of teaching and learning and how it encompasses (among other things) overall educational purposes, values and aims. The advent of the computer and its irresistible progress has transformed the information technology, transport technology, communication, industry, commerce and even art. Teaching with technology is complicated, considering the challenges newer technologies present to teachers. As a matter of practical significance, however, most of the technologies under consideration in current literature, are newer and digital and have some inherent properties that make applying them in straightforward ways difficult. A major part of the problem related to technology integration, is that most educators have not addressed the pedagogical principles that will guide their use of technology for teaching and learning. The intricate relationship between technology and pedagogy has not been adequately explored. The problem of integrating technology into teaching and learning process has become a perennial one. Common excuses for the limited use of technology to support instruction include shortage of computers, lack of computer skill and computer intimidation. While these could affect the success of technology integration, it should be acknowledged that the degree of success teachers have in using technology for instruction, could depend in part on their ability to explore the relationship between pedagogy and technology.

Art and Research – Contemporary Challenges

American Journal of Arts, Social and Humanity Studies

This comparative study explores the efficacy of traditional art techniques versus digital art techniques within the framework of college visual art education. The purpose of this study is to examine the impact of these two distinct approaches on students' learning outcomes, creative expression, and skill development. By employing a qualitative methodology, this research delves into the experiences and perceptions of students and educators, seeking to identify the strengths and limitations of each technique. The study's findings reveal nuanced insights into the multifaceted nature of art education, highlighting the benefits and challenges associated with traditional and digital methods. The study draws upon constructivist learning theory as the theoretical foundation, emphasizing the role of active engagement and hands-on experience in the learning process. This theory informs the investigation by guiding the exploration of how students construct knowledge and develop artisti...

This paper scrutinizes the dichotomy of the uneasy and easy partnerships that exist between digital technology and visual arts education. Specifically, the claim that by putting computers into schools “we have bought ‘one half of a product’ … we’ve bought the infrastructure and the equipment but we haven’t bought the educational piece” (McKenzie, 1999 as cited in Joyce, 2005, p. 52) is considered. Despite the ease with which many art educators have embraced technologies and tools for artistic practice in their classrooms in the past, implementing this latest tool into the visual arts classroom has been somewhat problematic. These issues and ways that “the educational piece” of the product can be addressed are examined, reasoning that the synergistic relationship between the visual arts and technology has, historically, been productive.

International Journal of Education and the Arts, 2017

As art teacher educators, we want our students to be passionate, informed advocates for art education and capable of conducting action research as artist/teacher/researchers. Students are constantly in the process of understanding what it means to teach with and through the arts. In our art education program, we work to exemplify this complex process through a curricular structure built around encouraging a new generation of art teachers to conduct thoughtful, digitally relevant research centered on improving the field of art education through examination of their own context and understanding. We describe this process here through specific projects and processes, aligned throughout an art teacher education program and how it leads to a final product with the digital teaching portfolio. Connections are made to the action research cycle and a/r/tographic processes that IJEA Vol. 18 No. 31 http://www.ijea.org/v18n31/ 2 encourage advocacy and professionalism within an evolving, digital...

European Journal of Educational Research, 2021

Individuals' levels of access to contemporary education affect the development level of the societies they live in. Changes and developments in the field of education are important in this sense. Technological advancements experienced in the general field of education have also affected visual arts education, and different points of view have emerged in this field. In this study, it is aimed to determine the interaction of art education in parallel to the dynamism of the age with technology according to the opinions of visual arts course teachers. For this purpose, the study uses the qualitative research method of case study. The participants of the study consist of a total of 8 visual arts teachers including 5 female and 3 teachers actively working at secondary schools in the academic year of 2019-2020. Observation and semi-structured interview forms are used in the data collection process. By analyzing the obtained findings with the thematic analysis method, the findings are c...

Education Inquiry, 2013

This article is included in a research project called Skolä mnesparadigm och

2019

The digital revolution has impacted the entirety of our lives, from how we interact with one another, to how we learn, and what we do in our careers. The world of art and art education specifically have been greatly impacted by digital technologies through the plethora of new art making tools and technologies. Over the course of history, the traditional academic mediums of drawing, painting, sculpture, and printmaking have been ever present in the art curriculum, from apprenticeships, to academies, to art schools. In addition to these academic art mediums, new art tools and technology have been gradually introduced into the curriculum as they have become increasingly present in the world. As new technologies have been introduced into society, education and specifically art education practices and curriculum have been re-evaluated to accomodate for the new media available. The current state of education has left art students yearning for a bigger digital presence, one that holds digi...

Teachers College Record 01/2010; 112(8):2118-2153., 2010

Background/Context: While new technologies have been largely absent in arts education curriculum, they offer opportunities to address arts integration, equity, and the technological prerequisites of an increasingly digital age. This paper draws upon the emerging professional field of "media arts" and the ways that youth use new technologies for communication as a way to design a 21 st century K-12 arts education curriculum. Description of prior research on the subject and/or its intellectual context and/or policy context: Building on sociocultural theories of constructionism as well as Dewey's theories of the arts and aesthetics as a democratic pedagogy, this study draws upon over three years of extensive field study at a digital design studio where underprivileged youth accessed programming environments emphasizing graphic, music and video. Purpose/Objective/Research Question/Focus of the Study: This study documents what youth learn through media art making in informal settings, as well as the strengths and limitations of capitalizing on youth culture in media art production, and the distinct contributions that media arts education can make to the classroom environment.

In order to train individuals capable of keeping pace with the information and communication age we are living in, making use of technological developments and using all the opportunities of the present age in educational field is crucial. Information Technology, which is one of the outcomes of the information age, is in constant development. Parallel to this, we can see that this technology is used in many fields. One of these fields is the educational field. Some art trainers who are aware of this situation have conducted various studies and have determined that technological developments may be used in all fields including art education. Scientific studies on various methods and models are in progress, and each day, the number of these studies increase at an enormous speed. In this study, the use of computer, which is one of the most important means of technology, in art education, its vitality and new teaching approaches have been dealt with.

2012

Art education in the primary, middle, and high schools has been challenged by the rise of the managerial approach to education (Biesta, 2010). According to Peppler (2011) schools "are often forced to adopt [a] remedial curriculum that lacks arts instruction in the hopes of raising test scores" (p. 7). Adding further tension, art teachers are increasingly expected to integrate technological fluencies into their teaching, without abandoning their traditional strengths (Sweeny, 2010).

This report is concerned with how a vocational teacher/instructor uses digital tools in teaching Art and design. It stresses the ways in which a teacher /instructor can develop digital competences to teach vocational subjects. The report also gives challenges and opportunities teachers /instructors encounter in the process of teaching with digital tools. Various examples are given in specific reference to Art and design as a trade. The aim is to demonstrate how Information Communication Digital tools (ICT) can be integrated into vocational education and training which can later be adopted and employed in teaching practice.

2002

Technology preserves the Worlds of Art, spreads heritages, and unites people across the globe, time, and diversities. Through inquiry, technology enables individuals to explore inherent values of art and cultural identity in a quest to interpret, understand, and create their own expressions of the world. Art educators realize that technology must become part of their lives to help prepare students to survive in a technological world. Technology preserves, yet limits art creation and expression. The fear is that creative expression will be erased. Creativity is controlled by man's ability to program, to pre-think, to capture the abstract meaning of his art in the hope that human complexity is assimilated into choices for individual expression. Art educators must make students aware that technology aids them to inquire and use software, but it does not allow them to free themselves from boundaries of captivity within their own thoughts. This paper shows that technology imprisons free expression and that art educators play a big role in challenging the influence of technology. The paper concludes that art educators, the central reform agents, need to become responsible in shaping students to remain liberators of creative expression using technology to preserve identities of the time. (Contains 45 references.) (Author/BT) Reproductions supplied by EDRS are the best that can be made from the original document.

1992

This study features an annotated bibliography of journal articles that emphasize the use of computers in the art curriculum. The annotations are grouped into four categories: technology in the classroom; restructuring school for educational technology; the impact of technology; and preparing for the year 2000. The study also includes background on the study, a glossary, a summary, conclusions, recommendations, and a bibliography. (DB)