Boxes with Fires: Wisely Integrating Learning Technologies into the Art Classroom

Autor/in	Gregory, Diane C.
Titel	Boxes with Fires: Wisely Integrating Learning Technologies into the Art Classroom
Quelle	In: Art Education, 62 (2009) 3, S.47-54 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-3125
Schlagwörter	Constructivism (Learning); Educational Technology; Creative Thinking; Art Teachers; Art Education; Computers; Educational Environment; Educational Change; Models; Learning Strategies; Interdisciplinary Approach; Cooperation; Teacher Leadership; Student Motivation; Alaska; Virginia + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Kreatives Denken; Art teacher; Kunsterzieher; Kunsterzieherin; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Digitalrechner; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsreform; Analogiemodell; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Co-operation; Kooperation; Lehrerfunktionsstelle; Schulische Motivation
Abstract	By integrating and infusing computer learning technologies wisely into student-centered or social constructivist art learning environments, art educators can improve student learning and at the same time provide a creative, substantive model for how schools can and should be reformed. By doing this, art educators have an opportunity to demonstrate the difference between superficial and authentic knowledge. In this article, the author provides research evidence that integration of learning technologies into a variety of classroom settings improves student learning. She describes how art teachers typically use established computer technologies as teaching or presentation tools rather than facilitating students' creative production and thinking, collaborative learning, problem-solving and higher order learning. She proposes a new way to work with learning technologies and provides an example of a student-centered art lesson illustrating one way technology can be integrated into the classroom to improve student learning. By so doing, the author makes the case that art teachers can and should use learning technologies to improve student learning in art. Once this becomes a widespread practice in art classrooms across the nation, art educators can serve as dynamic leaders showing other teachers how to implement learning technologies in all content areas to improve student learning radically. Art teachers have the capacity for creative thinking, problem solving, and risk taking that this paradigm shift requires. They are the ideal educational professionals to lead the way. (Contains 2 figures and 2 endnotes.) (ERIC).
Anmerkungen	National Art Education Association. 1916 Association Drive, Reston, VA 20191. Tel: 703-860-8000; Fax: 703-860-2960; Web site: http://www.NAEA-Reston.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10