A hollow god: Technology's effects on paradigms and practices in secondary art education

Penelope P Orr, Purdue University

Abstract

This study focuses on technology integration within the secondary art education classroom and its affects on practices and paradigms. Its purpose is to find out what secondary art educators believe to be the role and function of technology within art education. This study is exploratory in nature, using qualitative research methods with quantitative support. Ideas from current literature were used to develop a questionnaire, which was sent to 300 secondary art educators and then followed by six case studies. The data collected from the questionnaire and the case studies was analyzed for common themes and issues. Five main themes emerged from this study. First, teachers believe that the role and function of technology in the classroom is limited by, encouraged by or shaped by the attitudes and understandings of administrators. Second, teachers believe there are benefits and drawbacks to technology integration, which creates a friend/foe relationship between technology and teachers. Third, teachers believe that technology skills are necessary for those secondary art education students who wish to pursue a career in the arts. Fourth, technology integration in art education is creating new roles, definitions and practices among art educators. Fifth, teachers believe the role and function of technology in the secondary art education classroom is that of a tool for teaching, research and final production, as well as being a new medium. ^

Degree

Ph.D.

Advisors

Major Professor: Phoebe Farris, Purdue University.

Subject Area

Education, Art|Education, Secondary|Education, Technology of

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