Article Translation I

Article Translation I

Creativity in Digital Art Education Teaching Practices

by: Joanna Black and Kathy Browning

Research Problem:

This article outlines the collaborative efforts of two art educators, Joanna Black and Kathy Browning. Their problem posed is, why is it that teachers remain still infrequent users of technology or avoid using new learning technologies in art classrooms? The importance of the research is discussed and can be summed up by Bob Dylan, “The times they are a changing”. They actually use that line in the article.  In addition they state that poorly integrating technology into the art classrooms is to the detriment of our students. Variables are not clearly defined initially but more so within each educators individual research.

Literature Review:

The review of previous research is extensive and well organized. The cited sources are very relevant and mostly current.

Research Question/Hypothesis:

Browning and Black postulate that using digital technologies in the 21^st-century classrooms does not impede creativity, but instead allows and encourages users to access their creative selves. The hypothesis is directional.

Data Sources/Sampling:

Browning’s data source was six generalist elementary teachers from two different school boards who used creative digital software applications in their visual arts classes and six teachers in another school district. Browning did not clearly describe her methods of selection. Yes the sample sizes were acceptable.

Black’s data source was composed of six schools, three board administrators in visual arts and technology education, six teachers and close to 500 students. The method of selection is vague at best, simply that the school board used had purchased a large number of computers and compatible software and there was a pressing need to provide training to in-service teachers with little computer experience in this area. The sample size was acceptable.

Measurement Tools:

Browning used teacher testimony and did classroom observations of all the teachers involved in her studies. She did not report validity and reliability data.

Black’s measurement tools are vague. She reports no validity and reliability data.

Methodology/Procedures:

Browning’s methods and procedures consisted of interviews and observing classes of all participants. The information is lacking in detail but not missing. Yes, appropriate statistics were selected.

Black’s methods and procedures consisted of a longitudinal action research study carried out over a period of three years during in-service workshops. Black used a repetitive cycle that included researching, observing, reflecting, acting, evaluating, and modifying to research once again. Black’s research was a social participatory, dialectical process in which those involved collaborated to improve the process of teaching and learning.

Results:

The results were clearly understandable. The research questions were answered and the hypotheses tested. It was found that technology should not drive the pre-service training within schools; rather, teachers should begin with their ideas. It was recommended that technology play a secondary role to creative pedagogy. Allowing autonomy for teachers to creatively shape their curriculum in the area of new media leads to greater success.

Discussion:

I feel like the conclusions were better related to the hypothesis rather than the research question but it did touch on the research question indirectly. Yes, the generalizations made by the author are appropriate. The practical importance of the research done here shows some major weaknesses in the ways that we as art educators use technology in the classroom and more importantly how we can use technology in a more effective and creative way.