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.

This capstone project examines how K-12 art teachers are currently using technology as a tool to engage their students and foster a learning environment that connects student interests with contemporary art themes and curriculum. For my research I reviewed the current body of scholarly literature (2004-2014) pertaining to the subjects of student engagement, student-centered learning, and engagement through technology. Additionally, I interviewed eight art educators on their personal curriculum practices and how they use technology in their classrooms as a tool for student engagement. Through my research I found that the literature praises art educators for being one step ahead of other educators in terms of tackling how to teach 21st century students. The art educators I interviewed were motivated by technology even when faced with limited resources in their schools. All eight participants used technology as a means to engage their students in whatever manner they could and many of them were beginning to practice student-centered classrooms. From these interviews I have made an ISSU publication detailing each educator's pedagogy and technological practices (http://tinyurl.com/NWISSUU). My capstone paper describes my research process and findings. First, I discuss why there is a need for change in teaching practices to facilitate better learning for today's students. I then describe how current art educators are using technology in their classrooms to engage their students. Lastly, I conclude this capstone paper with final insights on the future direction of technology in the art classroom.

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 rich 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 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.

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.

Explorations in Art and Technology presents the explorations in Art and Technology of the Creativity & Cognition Research Studios. The Studios were created to bring together the visions and expertise of people working at the boundaries of art and digital media. The book explores the nature of intersection and correspondence across these disciplinary boundaries, practices and conceptual frameworks through artists' illustrated contributions and studies of work in progress. These experiences are placed within the context of recent digital art history and the innovations of early pioneers.

Education is the key to America's economic growth and prosperity and to our ability to compete in the global economy. It is the path to higher earning power for Americans and is necessary for our democracy to work. It fosters the cross-border, cross-cultural collaboration required to solve the most challenging problems of our time. The National Education Technology Plan 2010 calls for revolutionary transformation. Specifically, we must embrace innovation and technology which is at the core of virtually every aspect of our daily lives and work. This book explores the National Education Technology Plan which presents a model of learning powered by technology, with goals and recommendations in five essential areas: learning, assessment, teaching, infrastructure and productivity.