A Learning Ecology Perspective: School Systems Sustaining Art Teaching with Technology
Art Education Volume 64, Number 4, ISSN 0004-3125
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.)
Lin, C.C. (2011). A Learning Ecology Perspective: School Systems Sustaining Art Teaching with Technology. Art Education, 64(4), 12-17.