Abstract

Articles describing benefits of computer-mediated learning environments filled education technology literature. Yet, ironically research studies also show that computers are not widely used in the classroom. Some identify teacher’s reluctant attitude as a major reason for the slow adoption. With limited examples of how computer technologies are currently used in K-12 art classroom, the author questions the assumption that teachers are unwilling to embrace technology and argues that literature should provide more information on how computers are currently used. The paper gives an overview of twelve Ohio art teachers’ cases and concludes that these art teachers use computers in three ways: as an art making tool, as a research tool, and as a communication tool. The author takes a closer look at the relationship between education technology theories and practices and calls for a more sophisticated understanding of education reform with the use of computers in teaching art.

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Keywords: computer, technology, art education, america