Art and Technology

This was a brief article that I wrote for my Instructional Technology Newsletter at school:

What does effective technology integration look like in the classroom? There are varying degrees to technology integration, but when it is seen as most effective, these elements tend to be present:

  • students are active learners, with teachers responsible for establishing and modifying the learning paths of their students. There is a shift in teacher and student roles.
  • instruction can be differentiated for the various types of learners.
  • assessments extend beyond paper/pencil tests into authentic performances and products that demonstrate understanding of multiple objectives.

Eyer Middle School art teacher Tracy Maley has developed three units that effectively integrate these best teaching practices with technology. Even though these units are specific to the content area of art, the process and underlying principles that make these effective lessons can be generalized to any content area.

To start with, Tracy examined the art curriculum and chose objectives that could be combined into a project that would demonstrate the students understanding. Traditionally, these objectives were met in the classroom through student work with typical art materials (paper, paint, etc). These new projects are completed using computer art software products such as Adobe Illustrator.

Once the objectives were identified, Tracy began to work on developing the step-by-step directions for students to follow in creating their projects. After piloting the units and making several modifications, the units were ready for classroom use.

What elements of effective technology integration are represented in these art units?

  • Authentic tasks - Computer art has taken over the design world. Students are involved in developing their own real-world design project using technology.
  • Student understanding - The final projects represent student understanding of the adopted art objectives. In addition, students gain skill in using technology. Both content and process are emphasized and assessed using a rubric.
  • Learning software in context - Students learn only the aspects of the software that are going to be useful in designing their artwork. They learn these skills in the context of their work, applying their knowledge and understanding immediately.
  • Differentiated instruction - Not all students complete their art project by using technology. Students can opt to complete their work using traditional art materials. Student choice in meeting curricular objectives is a major part of the units.
  • Shifting teacher and student roles - Much of the teacher’s work was completed before the students ever started the project. During the work time, the teacher is available to guide, answer questions, and collaboratively problem solve when issues are encountered. The student’s role is to actively develop a product that demonstrates understanding of the art objectives.
  • Clumped objectives -Multiple objectives are covered with each unit project. Time is often considered a factor when using technology in a student-centered environment. It does take more time, but this issue can be addressed by clumping objectives together around central questions in the unit design process.

These units were the results of a collaborative plan. Developing new ways of using technology in your classroom will take time. Starting slowly and using the district’s collaborative plan process can be an effective way of beginning the process.

You can access the individual units: