Abstract :
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.
