Revolutionizing Arts Education in K-12 Classrooms through Technological Integration

Revolutionizing Arts Education in K-12 Classrooms through Technological Integration

Narelle Lemon (La Trobe University, Australia)
Indexed In: SCOPUS View 1 More Indices
Release Date: April, 2015|Copyright: © 2015 |Pages: 364|DOI: 10.4018/978-1-4666-8271-9
ISBN13: 9781466682719|ISBN10: 146668271X|EISBN13: 9781466682726
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Educational technologies are becoming more commonplace across the K-12 curriculum. In particular, the use of innovative digital technology is expanding the potential of arts education, presenting new opportunities—and challenges—to both curricular design and pedagogical practice.

Revolutionizing Arts Education in K-12 Classrooms through Technological Integration brings together a variety of perspectives, research, and case studies that emphasize a pedagogical awareness of diverse learning styles, while highlighting issues of ethics and equality across the educational landscape. This timely publication is aimed at K-12 arts educators leading classrooms focusing on dance, drama, media, music, and the visual arts, as well as pre-service teachers, museum and gallery educators, policymakers, and designers of academic curricula.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Arts Education
  • Blended Learning
  • Digital Technologies
  • Media Education
  • Mobile Technologies
  • Online Learning
  • Professional Learning
  • Social Media
  • Student-Centered Learning
  • Teacher Education

Reviews and Testimonials

International contributors describe experiences and best practice for integrating digital technologies, mobile technologies, and social media in K-12 visual arts, music, media, dance, and drama. In addition to highlighting classroom practice, contributors discuss ethics, equality, and how to help students with all learning styles. Specific topics explored include use of iPads for art museum education, digital cameras and art gallery spaces, and iPhoneography in the secondary classroom. Most chapters contain black and white photos and screenshots, examples of student work, voices of real students and teachers, discussion of future research directions, key terms and definitions, and a list of additional reading. The table of contents offers brief summaries of each chapter. The book is intended for pre- and in-service teachers and educators, museum and gallery educators, policymakers, and those who design academic curricula.

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Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

Narelle Lemon is a Senior Lecturer at La Trobe University, Melbourne, Australia. Her research agenda is focused on engagement and participation in the areas of teacher capacity building in cultural organisations such as galleries, museums and other alternative education settings; social media for professional development including Twitter and Instagram; and art education. Narelle is also interested in how young people document their lived experiences through photography. She utilises narrative inquiry and image based research particularly with still digital photography. Her learning and teaching focus is based around arts education (music and visual arts), social learning theory, reflective practice, co-operative teaching and learning, and establishing a community of learners.