Shifting Paradigms: The Technology-Infused Visual Arts Curriculum

This qualitative research study has been constructed as a springboard to start and delve more deeply in the discussion about the integration of digital technologies into the Visual Arts classroom. Further, this study provides practical examples of technologically rich Visual Arts projects along with analyses pertinent to the implications embedded in such practices. The discussions, questions and conclusions found in this research paper stem from a dialogue based on information gathered through an extensive study of academic literature pertaining to this topic, face-to-face interviews with educators who use digital technologies in their own Visual Arts classrooms, as well as my own experiences with such practices both as media artist and as an educator. The main findings of the study include: (a) the use of technology in Visual Arts education generates opportunities for cross-curricular development, that is, to foster skills that transcend the Visual Arts domain; (b) digital technologies allow Visual Arts students’ work to be assessed more effectively. (c) the integrating of digital technologies into the Visual Arts classroom may be both challenging and rewarding; and (d) technology-rich Visual Arts programming speaks to students in a language which is highly familiar to them. The true meaning of these findings and this paper, in general, lies in the need for educators, administrators and other community members to remain informed with regards to the ways in which Arts education can make the most powerful and empowering impact in the lives of 21st century learners