As computer and mobile technologies have become more prevalent in recent decades, the need for thoughtful consideration and implementation of these tools into classroom curriculum has increased significantly. Within the field of art education, technology implementation presents a unique set of challenges as these tools can be used for both presentation and art creation purposes. K-12 art teachers are tasked with the responsibility of providing their students the necessary technology experience through their curriculum to foster creativity and the development of technical skills. But how are art teachers being trained to use technology in their classrooms? Within the framework of arts based research, with elements of narrative inquiry, autoethnography, and case study, this study examines the baseline inclination and orientation towards technology, or “technology predispositions,” art teacher candidates possess at the beginning of their licensure program. These predispositions, the Technology Averse, the Technology Willing, and the Technology Savvy, are presented as narrative constructions created from compiled course data and interview transcripts, that illustrate the numerous factors that influence art teacher candidates’ ability and willingness to integrate technology into their teaching practice. Based on the stories of former art education licensure students, barriers to technology integration are identified such as computer anxiety, a rejection of the idea of computer technologies as a medium for art-creation, and a lack of technology-specific student teacher mentoring. Findings of this research indicate the benefits of increased knowledge sharing and effective integration modeling practices, as well as the need for greater technology mentorship within the pre-service year and student teacher placements.
University of Minnesota Ph.D. dissertation. May 2016. Major: Education, Curriculum and Instruction. Advisor: James Bequette. 1 computer file (PDF); iii, 130 pages.
St Louis Buchanan, Ellyn.
Technology Predispositions of Art Teacher Candidates: Influences on Technology Integration Practices.
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