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 21st-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.
