Placing the magic in the classroom
TPCK in arts education

When I think of art at the Elementary level I think of paint on hands, glitter on tables, clay in hair, and twisted pipe cleaners! As I read this chapter, I wondered what Vygotsky and Michelangelo would think about the integration of technology into the art room.
Although I agree that technology is promoting “expression and creativity in new ways,” I fear that we’ll go from the hands on arts to a more computer based learning world. I know that this is not the extent that our book is taking, but we already have administers roaming our halls watching for “fluff” activities. We also have budget cuts that have taken valuable time away from our art, gym, and music programs. Tough times continue to threaten these valuable classes that develop creativity, fine and gross motor skills, and other brain-enhancing activities. As I read how art aligned with all the precepts, and how art opportunities hit upon the multiple intelligences, I wondered how sitting at a computer would enhance the kinesthetic, hands-on, or musical learning styles better than actually molding, crafting, and creating with multiple tools?

Another reality is that without proper training on how to incorporate technology into our classrooms we will continue to feel frustrated with the growing number of content demands, and not completely see how technology can enhance our content rather than crowd it. One teacher stressed that the key to integration is to know your soft and hardware requirements before jumping in. And yet this is never the approach that schools take before asking teachers to try new programs.

This chapter highlighted numerous ways in which teachers are using technology in arts education. One teacher tried iPhoto, iMovie, PowerPoint, and online discussions in a single semester. Another teacher gave students the “tools to find their voices” by blogging with soldiers in Iraq, using wikis to write, experimented with podcasting, and made movies for the community. These are awesome examples of how to enhance any activity already learned in the art or classroom. My idea, would be this: If computer technology is so important, than why are we not hiring a highly qualified person to work in each school? This person would devote his or her time creating extensions to what the teachers are already mandated to teach. He or she would provide the equipment and time needed to teach all students and staff the newest material and updated software on any particular content topic. This person could teach students the basics and integrate collaboratively with teachers and students on a daily basis. This program would not need to be scheduled. It would “mesh” with what is being learned that week. Kids would roam up and down the halls as this new learning station, project, or integration piece was being utilized in a particular content area. Equipment would eventually be provided for every classroom, allowing students to stay and work right from the classroom. Eventually, we’d all become so good at teaching and finding material that we would no longer need the computer person to teach, yet use this person as a resource when needed.