Digital Technology in the Classroom Philosophy:
If you Give a Mouse a Pencil…
If you give a mouse a pencil, is the concept visually more stimulating, is the product more successful? In my opinion, you can create art with a mouse or a pencil, a pencil shaped as a mouse or a mouse using a pencil. Now, is technology imperative for the art classroom?
The software is out there, the expectation is high and how will the students get the information necessary to be successful? No matter the course or its content, students must learn how to master software on their own. This does not imply that no instruction should be given, but instead calls for a method of teaching students how to progress from the basics and into a life-long path of teaching themselves about how technology can shape their solutions. From my experience, when it comes to learning software, there are two types of learners: self-reliant and instructor-dependent. The self-reliant learner/student will dabble, toy, and experiment until they reach some level of mastery with Photoshop, iMovie, or the like. Both within and outside the classroom, they will become valuable in problem solving. Peers will rely on them for help, oftentimes the teacher even looks to these students for technical assistance.
On the other hand, instructor-dependent learners/students feel the teacher must direct them in methods and operations of software. Most teachers will take this responsibility seriously because they want to help the student solve the problem. However, this hinders the instructor-dependent student because they will constantly need the instructor for help, or look to their self-reliant peer(s) for solutions. Technology changes so frequently that they must learn to understand its nature and be able to cope as it evolves, or know where to look for answers. Unlike a pencil or brush, the Photoshop of today will not be the same years from now.
The ideal design education should instill idea generation and form creation—strong conceptualization and craft skills. Will the student take one of those paths, or can they master both? I would show them from the beginning that the computer is nothing more than a tool—a vehicle that they must use in conjunction with strong ideas/concept. I feel students will have a better long-term relationship when it comes to weaving their ideas into formal solutions.
What happens if you give the student the mouse with the pencil? What will they create?
The software is out there, the expectation is high and how will the students get the information necessary to be successful? No matter the course or its content, students must learn how to master software on their own. This does not imply that no instruction should be given, but instead calls for a method of teaching students how to progress from the basics and into a life-long path of teaching themselves about how technology can shape their solutions. From my experience, when it comes to learning software, there are two types of learners: self-reliant and instructor-dependent. The self-reliant learner/student will dabble, toy, and experiment until they reach some level of mastery with Photoshop, iMovie, or the like. Both within and outside the classroom, they will become valuable in problem solving. Peers will rely on them for help, oftentimes the teacher even looks to these students for technical assistance.
On the other hand, instructor-dependent learners/students feel the teacher must direct them in methods and operations of software. Most teachers will take this responsibility seriously because they want to help the student solve the problem. However, this hinders the instructor-dependent student because they will constantly need the instructor for help, or look to their self-reliant peer(s) for solutions. Technology changes so frequently that they must learn to understand its nature and be able to cope as it evolves, or know where to look for answers. Unlike a pencil or brush, the Photoshop of today will not be the same years from now.
The ideal design education should instill idea generation and form creation—strong conceptualization and craft skills. Will the student take one of those paths, or can they master both? I would show them from the beginning that the computer is nothing more than a tool—a vehicle that they must use in conjunction with strong ideas/concept. I feel students will have a better long-term relationship when it comes to weaving their ideas into formal solutions.
What happens if you give the student the mouse with the pencil? What will they create?