A Learning Ecology Perspective: School Systems Sustaining Art Teaching with Technology

Autor/in	Lin, Ching-Chiu
Titel	A Learning Ecology Perspective: School Systems Sustaining Art Teaching with Technology
Quelle	In: Art Education, 64 (2011) 4, S.12-17 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-3125
Schlagwörter	Art Education; Technology Integration; Case Studies; Art Teachers; Secondary School Teachers; Technology Uses in Education; Teaching Methods; High School Students; Student Attitudes + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Case study; Fallstudie; Case Study; Art teacher; Kunsterzieher; Kunsterzieherin; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten
Abstract	Infusing technology into art education practice has been a continuous endeavor for preservice and in-service art teacher education. In recent years, art educators around the world have researched issues related to the preparation of art teacher technology competencies, including art teacher perceptions of working with technology, implementations of digital media in art teaching practice, identifications of the key factors and obstacles of art and technology integration, recommendations of educational resources and applications, and the challenges and potential of art and technology infusion. This article presents a case study of an art teacher's adoption of and engagement with technology in association with the administrative support and technological infrastructure in a public high school, in which the vision of technology innovation fans out from the school administration to faculty and students. It describes how a technologically supportive school environment can influence the school culture and learning climate, as well as teacher motivation and satisfaction. Adopting a learning ecology perspective that highlights the network of learning relationships, the author suggests the need to better understand how learning institutions, contexts, and conditions may support and foster art teachers' professional development in technology. (Contains 4 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.arteducators.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10