Technology Integration Plan Week 4

 Professional development for this type of integration plan is going to require a background in artistic studies. An instructor highly skilled in English and Literature would not have the prerequisite education and training to instruct students in the artistic skills the program will require. To teach the ceramics portion of the coursework will require experience in the field and the knowledge of what is necessary in order to safely take earthen clay then manipulate, fire, glaze or paint it. They will have to at least be able to access the required knowledge of what heat the clay has to be fired at and the differentiation between glazes and which would be safe to use for use to hold consumables, and which will not and the differences in the temperatures between a cone 6 glaze and a cone 4.The low tech portions of drawing, whether it be a still life or life drawing, requires the skills to measure whether they are assisted by ruler or the eye, which then can be translated into digital drawing and painting in advanced classes that would prepare students for digital creation and manipulation of images through programs such as Procreate or Photoshop. The technologies begin very much in the bronze age and incrementally advance as the students hone their artistic skills and understanding of artistic sciences.  

The entire course is designed for students from grades 9 through 12, the introductory courses can satisfy elective course requirements, or prepare artistically minded students for college artistic curriculum in either studio art or graphic design. The introductory courses have little technology requirements but as students advance through drawing, ceramics, and photography then the incorporation of more complex and digital technologies come into play. 


  1. Introductory classes will not require any technology because they are intended to teach the basic disciplines and skills of drawing. This focuses primarily on applying drawing materials to paper, or paint to canvas, or converting clay into ceramics. When students approach the mid levels of their courses would start implementing hybrid studies where students create their projects and then begin converting them into digital mediums or creating 3D models that can then be printed through fabrication technologies. Advanced courses would heavily rely on technologies such as Procreate, Illustrator, Photoshop, Fused Deposition Modeling (FDM), Stereolithography (SLA), et cetera.
  2. Instructors with the basics of artistic instructional skills would then just need continuing education to learn the programs and technologies needed to operate and troubleshoot for minor problems in operating them. 
  3. At present Central Public School does not have an arts program and the old equipment would need to be inspected and serviced to see if they are still viable or if they would need to be replaced (primarily the ceramics equipment, the kiln, etc.). The dark room would have to be dismantled and any remaining chemicals disposed of so that some computers can be purchased for digital photography and Photoshop coursework can be taught. This can also assist with the production of school annuals to be edited and produced annually. 
  4. This TIP will affect the community at the school level in that students will have the tools and ability to produce materials to be distributed for the school for advertising upcoming events (Prom, Graduation, sporting events, community events, Annual Yearbooks, local advertising). 


“Quests” for technology integration into pedagogy has been focused on in research and scholarship for decades. “Teachers have more access to technology than ever yet continue to enact practices with technology that are largely teacher-centered” (Kopcha et al., 2020 P.730). Throwing a computer or tablet into artistic curriculum can be a perfect tool for enhancement depending on how and why the technology is being integrated and used. It can add value and save money, but it cannot replace everything about the pedagogical practices and learned skills it teaches. There are constructivist arguments for integrating technology into education, but artistic pedagogy is constructivist at its foundation. Our integration plan takes this into account integrating it into later lessons after all the foundational learning has been imparted to prepare our students for their future educational goals in the arts. There are also arguments for the need for more computer science based problem solving education in K-12 environments. With the arts this is where cross learning opportunities arise. Students taking artistic courses can then translate what they are learning in their computer science classes for developing websites and programs or apps. For our integration program CPS would have to integrate Computer Sciences pedagogical programs for this to be a viable argument. “K-12 schools do not satisfy public demands by offering unsatisfactory CS courses; furthermore, they face equity and diversity concerns in CS education” (Kwon et al., 2021 P.2762). In both of these disciplines CPS is very far behind in what they offer to their students. 




Kopcha, T. J., Neumann, K. L., Ottenbreit-Leftwich, A., & Pitman, E. (2020). Process over product: the next evolution of our quest for technology integration. Educational Technology Research and Development, 68(2), 729–749. https://doi.org/10.1007/s11423-020-09735-y


Kwon, K., Ottenbreit-Leftwich, A. T., Brush, T. A., Jeon, M., & Yan, G. (2021). Integration of problem-based learning in elementary computer science education: effects on computational thinking and attitudes. Educational Technology Research and Development. https://doi.org/10.1007/s11423-021-10034-3

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