K-12 art teacher technology use and preparation

Largely absent from educational/instructional technology journals, this study focused on how K-12 art teachers in a southern state used technology to support teaching and learning, uses they found to be the best, and what kinds of technology training they received as part of their initial teacher pr...

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Published inHeliyon Vol. 6; no. 7; p. e04358
Main Author Strycker, Jesse
Format Journal Article
LanguageEnglish
Published Elsevier Ltd 01.07.2020
Elsevier
Subjects
Applications in the subject area
Art education
arts
Education
Educational development
Educational technology
Elementary education
Evaluation in education
Instructional technology
learning
Media education
Pedagogy
Post-secondary education
Secondary education
students
teachers
Teaching research
Teaching/learning strategies
Media education
Secondary education
Educational technology
Applications in the subject area
Teaching/learning strategies
Evaluation in education
Teaching research
Art education
Pedagogy
Education
Post-secondary education
Educational development
Elementary education
Instructional technology
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Abstract Largely absent from educational/instructional technology journals, this study focused on how K-12 art teachers in a southern state used technology to support teaching and learning, uses they found to be the best, and what kinds of technology training they received as part of their initial teacher preparation. Findings indicated that presentation and resource access technologies had transformed the way art teachers in the study work with students and materials. They also had little use of technology to support students with special needs and had limited technology experiences in their own training. Elementary art teachers were found to have more examples of student higher-order thinking skills promoting technology use, while secondary art teachers had more student media creation and a desire to implement digital portfolios. Additional findings and interpretations are offered. Applications in the subject area; Art education; Educational technology; Elementary education; Instructional technology; Post-secondary education; Secondary education; Teaching/learning strategies; Educational development; Evaluation in education; Media education; Pedagogy; Teaching research; Education
AbstractList Largely absent from educational/instructional technology journals, this study focused on how K-12 art teachers in a southern state used technology to support teaching and learning, uses they found to be the best, and what kinds of technology training they received as part of their initial teacher preparation. Findings indicated that presentation and resource access technologies had transformed the way art teachers in the study work with students and materials. They also had little use of technology to support students with special needs and had limited technology experiences in their own training. Elementary art teachers were found to have more examples of student higher-order thinking skills promoting technology use, while secondary art teachers had more student media creation and a desire to implement digital portfolios. Additional findings and interpretations are offered.Largely absent from educational/instructional technology journals, this study focused on how K-12 art teachers in a southern state used technology to support teaching and learning, uses they found to be the best, and what kinds of technology training they received as part of their initial teacher preparation. Findings indicated that presentation and resource access technologies had transformed the way art teachers in the study work with students and materials. They also had little use of technology to support students with special needs and had limited technology experiences in their own training. Elementary art teachers were found to have more examples of student higher-order thinking skills promoting technology use, while secondary art teachers had more student media creation and a desire to implement digital portfolios. Additional findings and interpretations are offered.
Largely absent from educational/instructional technology journals, this study focused on how K-12 art teachers in a southern state used technology to support teaching and learning, uses they found to be the best, and what kinds of technology training they received as part of their initial teacher preparation. Findings indicated that presentation and resource access technologies had transformed the way art teachers in the study work with students and materials. They also had little use of technology to support students with special needs and had limited technology experiences in their own training. Elementary art teachers were found to have more examples of student higher-order thinking skills promoting technology use, while secondary art teachers had more student media creation and a desire to implement digital portfolios. Additional findings and interpretations are offered.
Largely absent from educational/instructional technology journals, this study focused on how K-12 art teachers in a southern state used technology to support teaching and learning, uses they found to be the best, and what kinds of technology training they received as part of their initial teacher preparation. Findings indicated that presentation and resource access technologies had transformed the way art teachers in the study work with students and materials. They also had little use of technology to support students with special needs and had limited technology experiences in their own training. Elementary art teachers were found to have more examples of student higher-order thinking skills promoting technology use, while secondary art teachers had more student media creation and a desire to implement digital portfolios. Additional findings and interpretations are offered. Applications in the subject area; Art education; Educational technology; Elementary education; Instructional technology; Post-secondary education; Secondary education; Teaching/learning strategies; Educational development; Evaluation in education; Media education; Pedagogy; Teaching research; Education
ArticleNumber e04358
Author Strycker, Jesse
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  organization: Ohio University, Patton College of Education, McCracken Hall 302J, Athens, OH, 45701, USA
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Issue 7
Keywords Media education
Secondary education
Educational technology
Applications in the subject area
Teaching/learning strategies
Evaluation in education
Teaching research
Art education
Pedagogy
Education
Post-secondary education
Educational development
Elementary education
Instructional technology
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Snippet Largely absent from educational/instructional technology journals, this study focused on how K-12 art teachers in a southern state used technology to support...
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SubjectTerms Applications in the subject area
Art education
arts
Education
Educational development
Educational technology
Elementary education
Evaluation in education
Instructional technology
learning
Media education
Pedagogy
Post-secondary education
Secondary education
students
teachers
Teaching research
Teaching/learning strategies
Title K-12 art teacher technology use and preparation
URI https://dx.doi.org/10.1016/j.heliyon.2020.e04358
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