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Everybody Can Do It – The Arts and Technology in Your Classroom: A Tool for Reflexive Practice

Everybody Can Do It – The Arts and Technology in Your Classroom: A Tool for Reflexive Practice

Bianca Power, Christopher Klopper
Copyright: © 2015 |Pages: 23
ISBN13: 9781466682719|ISBN10: 146668271X|EISBN13: 9781466682726
DOI: 10.4018/978-1-4666-8271-9.ch007
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MLA

Power, Bianca, and Christopher Klopper. "Everybody Can Do It – The Arts and Technology in Your Classroom: A Tool for Reflexive Practice." Revolutionizing Arts Education in K-12 Classrooms through Technological Integration, edited by Narelle Lemon, IGI Global, 2015, pp. 145-167. https://doi.org/10.4018/978-1-4666-8271-9.ch007

APA

Power, B. & Klopper, C. (2015). Everybody Can Do It – The Arts and Technology in Your Classroom: A Tool for Reflexive Practice. In N. Lemon (Ed.), Revolutionizing Arts Education in K-12 Classrooms through Technological Integration (pp. 145-167). IGI Global. https://doi.org/10.4018/978-1-4666-8271-9.ch007

Chicago

Power, Bianca, and Christopher Klopper. "Everybody Can Do It – The Arts and Technology in Your Classroom: A Tool for Reflexive Practice." In Revolutionizing Arts Education in K-12 Classrooms through Technological Integration, edited by Narelle Lemon, 145-167. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8271-9.ch007

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Abstract

This chapter presents a “tool for practice” with the purpose of stimulating pedagogical decision-making in the design, delivery, and evaluation of primary school learning experiences that integrate technology with arts education. The tool highlights the unique and innovative practices of arts and technology education currently occurring in primary schools and classrooms in Australia. This identification provides a foundation from which teachers can begin their journey and conversations around the planned, meaningful integration of technologies into and throughout their arts teaching. The tool has the additional potential to support on-going professional development through the application of the tool to act as an evidence-based scaffold for reflexive practice. It encourages users to work collaboratively and collectively to look at their practice from multiple points of view, with careful and calculated consideration of the nine domains of Bamford and Glinkowski's (2010) Effect and Impact Tracking Matrix (EITM) – catalytic, negative loss, social, ethical, cultural, economic, educational, innovation, and personal.

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