TECHNOLOGY TOOLS IN THE MIDDLE SCHOOL ART ROOM

Abstract

The growing use of educational technology tools in the classroom was the impetus behind this study. This classroom-based study was conducted to determine how technology-based lessons in middle school art classes might impact student motivation, understanding, and art production. An art unit, enhanced with technology lessons, was presented to three sixth grade art classes to determine the answer to this question. Observation notes and student surveys were used to gain multiple perspectives of this phenomenon. Additional data supporting the results of this study include teacher interviews, observations of technology-based lessons in various classrooms, and literature based on similar studies. It was determined that technology-based lessons can be used to increase student motivation and to help students to more clearly understand new material. It was also determined that with increased motivation and understanding, students were more engaged in the art process, worked more independently, and produced more meaningful art pieces. Also noted in this study is the importance of carefully planned technology-based lessons. These lessons should be varied and creatively planned in order to maintain a positive impact on student learning.