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     Technology has evolved over the years and has become a mainstay in the American educational system. In 2002, the Hamilton County Department of Education (HCDE) implemented a three-year technology plan (Starr, W., Grant, C., 2002) that focuses on preparing children to live in a "world dependent upon technology." The objective of the plan rests on the premise that the use of technology will promote questioning, study and influence one's environment. A key factor in the plan is connectivity to both intranets and the Internet. However, being connected isn't the answer. What is really important is how teachers are using the connectivity for learning (Dyrli, 2001). When utilized properly, technology use in 21st Century schools provides students with arts and cultural resources previously unobtainable (Bryan, 1999).
     The costs involved with including technology in schools are tremendous. Given the fast-paced evolution of improving technology, the progressive editions of software, the costs of additional hardware (networks, Internet connectivity) and the technologically capable staff to manage them, it is often difficult to justify getting a computer or set of computers for a classroom. Moreover, some feel that increasing technology in schools doesn't yield any improvements (Freeman, 1999). Nelson Dodson (1996), a teacher in Pennsylvania, introduced technology to his classroom by first scrounging for an old starter computer. Once he was up and running, the exceptional products that his students were producing convinced the school administration that some additional spending was a good idea. Dodson's starter computer has evolved into better equipment and developed an interesting aside: his students were using less of the expendable art supplies and the money normally allocated for them could now be turned into additional technology funds for the class. 
     Technology is an important factor in the world that awaits today's students. Schools like Brushy Creek in South Carolina (West, 1995) have realized this importance by taking their traditional method of teaching and revising it into a new and innovative model. Although their plan includes many other aspects of revising the curriculum and teaching methods, the inclusion of technology has played a major role. To boost their technological capability, the school built a networked infrastructure that includes over 180 computers, scanners, video cameras and music and speech synthesizers. 
     With the popularity of computer games among students and the visual experiences they are familiar with, the use of computers in education seems to be a logical instructional pedagogical step. Computerized gaming shouldn't be a stereotype, however, for modern students. Not all students can be taught the same way and technology can help bridge the gap between different types of students (West, 1995).
     In a paper presented to the National Art Education Association Conference in 1996, Dr. Craig Rowland (Roland, 1996) gave testimony on how a technologically rich educational system is proven to motivate learning. He stated that technology has made learning more effective, developed enthusiasm in both teachers and students, made connections between other subjects and better-prepared students for the workplace. Unlike the focus of art educators of the past, modern art teachers that use technology have much to gain. In an educational handbook published in 1979, increasing student visual and auditory occurrences was already important in that "The art teacher will be primarily concerned with stimulating ideas, impulses, and feelings with the pupil through his contact with sensory experiences…the starting point needs to be a problem arising out of the pupil's sensory experience of the world" (Barrett, 1979). This holds true today where the "sensory experience" is created through the use of computer technology and the Internet. Has the inclusion of technology in art education taken hold? Just a little over ten years ago, another art educator thought, "There is some small interest in computers among art educators, but it seems to remain small," and "Other newer media forms such as varieties of audio visual hardware and computers seem to me to be of small consequence to art education except in special circumstances" (Lanier, 1991). Has the mindset of art educators changed today?
     In addition to improved student interest and understanding, the inclusion of technology in art may have a positive effect on the overall view of administrators, other teachers and parents with regard to the school art program (Matthews, 1997). The value of creative thinkers in society and the focus on that trait in art is enhanced and promoted through technology.
     With schools across the nation implementing faster access to the Internet, it is an important understanding that the physical separation between educators and other resources is becoming smaller and smaller. No longer are art teachers limited to conversing only with teachers from their school or district. Online forums, newsgroups, and a multitude of resources are now available for teachers in an endless variety of subjects. The collaborative implications of including technology in education has opened the door for teacher professional development, communication with parents, students and peers and has catalyzed an increase in job satisfaction (Matthews, 1997). The assumption is that a happier workplace yields a more productive and engaging teacher.
     Not only is technology linking teachers with teachers, it is linking teachers with resources. A local study (Bohlken, 1997) showed that only 39 percent of teachers took their students on a field trip to an art museum during a single year. Problems cited in the study included funding, scheduling and a lack of communication and collaboration between the schools and museums. Now, more than ever, teachers can communicate with museum educational professionals and other educational resources using e-mail or simply visiting a website. Just a few examples of websites available include the National Gallery of Art and the Museum of Modern Art in the United States, the Louvre in France and the Prado in Spain are all accessible to educators (Bull, 2001) 24 hours a day. With the inclusion of the computer in the classroom, doors are opening to places students and teachers couldn't afford or simply couldn't reach. Ultimately, it is still the teacher's responsibility to reach out and take advantage of the resources available. 
     The creation of art has obviously evolved since cavemen expressed their life on cave walls. Technological evolutions likewise have given new mediums for artists to express themselves. The adaptation of the photograph as an art form as well as the invention of a water-based acrylic paint are examples. Artists like Robert Rauschenberg and Andy Warhol bucked traditional methods to express themselves in non-traditional means by using mass-media images and, specifically with Warhol, a traditionally textile method known as silk-screening. Just as the camera, acrylic paint, and silk-screening have become media in their own right, so to will the computer.
     The computer isn't taking over traditional media, rather, it is emerging as yet another art form and is making just as big an impact (Hemmerla, 2000). Though, some still feel that painting is a dieing art and that it is seen as an "esoteric activity for a few diehards living in the past (Fendrich, 2000). Further, they feel that, unlike the photographic or digital image, painting requires artists to create paint texture in real time and doesn't include the "choose-from-the-above-menu" choices. Like Warhol's images of mass media, it may look as if technology is pushing out traditional methods. With regard to education, however, it is actually being used as a catalyst for better learning and to promote interest in art with those that may have otherwise ignored it. Within the art classroom, technology becomes a combination of art and science. Students will need to develop skills in both the technical and creative processes being used (Fromme, 1999). Additionally, computer generated art is assisting artists when using traditional methods such as fiber arts, printing and sculpture (O'Connell, 1993). 
     Computer graphics need not be the final element of a work of art. For instance, before burning a plate, photolithography students will often manipulate images in a photo-editing program to make them more applicable or visually compelling for the offset printing process. The ability of artists to work freely where changes can be continually undone, several different versions can be saved with a click of a button, and risk-taking and creativity further enhance the benefits of computer-generated art. The interactive nature of modern computer graphics programs that allow students to see immediate results is extremely engaging (O'Connell, 1993). Not all technology need be a completely new tool. The creation of the digital camera adds more functionality and ease to an already existing medium. Teachers at a school in Philadelphia took pictures during a field trip and were then able to use them immediately upon returning to the classroom for further discussion on architecture of the area (Gerrish, 2000).
     Just like math, science and English, technology has a place in the art curriculum. Technology need not be centered entirely on art production, however. It should share equal, if not more, weight with regard to art history, criticism and aesthetics. Nelson Dodson (1996) guides students to understanding an original work of art before they began a project where they are manipulating it on the computer. They need to be able to explain their alterations to the computer manipulated image and, to do so effectively, they have to have an understanding the original work. Colleges and universities now include computer graphics as a regular part of their fine art curriculum (O'Connell, 1993). For example, students are generating online portfolios and manipulating photographs that they have taken. Technology isn't replacing standard methods of teaching, rather it is enhancing teaching and student work.
     During the Depression there was a need in the marketplace for artists in industry. The Works Progress Administration, in accordance with a political push, initiated the Federal Art Project. This project provided paying jobs for artists in, among others, the textile industry and mural painting. Presently, with the shift to paperless publishing and the evolution of the World Wide Web, the marketplace is again driving the need for artists in the workplace. It is the responsibility of the education system to prepare students for jobs in this industry. "Art educators who fail to teach their student's computer art skills limit their ability to win commercial art employment" (Matthews, 1997, p.4). An art school in Philadelphia sums it up, "Competition for jobs is tough, we prepare our students for it" (Gerrish, 2000, p. 94).
     Implementing technology in the classroom need not be overwhelming. Simple steps can be taken to include additional resources for students without making extensive changes to an existing curriculum. However, limiting changes to the existing curriculum have a similar effect to the actual use of the technology. For example, curriculum that is planned to incorporate technology will use technology to a greater extent. Where the curriculum isn't changed very much, similarly technology isn't used as much either (Hemmerla, 2000). Existing and new lessons need to include thoughtful revision to instruction for implementing both traditional and technology-based methods (Gerrish, 2000). 
     Art teachers need to understand the problems and issues, such as the importance of computers in society, affecting their students in order to be successful (Neperud, 1995). The commonplace of computers in the lives of children today and the importance that they learn to use them is of great importance to their success. By ignoring the importance of technology in student's lives, teachers may be facing a brick wall to teaching.
     As stated before, there is a correlation between technology and improved education. Carol Gigliotti (1996), Ohio State University, states that, in the area of art, technology strengthens the bridge between art and education. This holds true for other subjects as well. Sheldon Hackney (1995) states it best in saying, "The use of technology melds together art and education by being a facilitator of the flow of information from teacher to student and even student to teacher."
     The technology plan for the Hamilton County Department of Education prepared by Wayne Starr and Cheri Grant in 2002 (Starr, W., Grant, C., 2002) includes the belief that staff development and technology support are vital to the success of the program. HCDE believes that teachers need to be literate in both technology and information systems. Investments in technology simply aren't worth the money put into them without proper and continual training for the teachers that are using them. Further, teachers needed to feel comfortable with using the technology and integrate it into their curriculum. Not only will teacher training include the hardware and software, but it will include using technology related to methods of instruction. HCDE currently employs four technology coordinators that work with teachers and administrators to better facilitate the technology plan. 
     Not only can teachers gain information from school-lead training, they can also acquire information from their peers. According to an article presented in Curriculum Administrator, 82 percent of teachers learn about Internet resources from their colleagues (Dyrli, 2001). Therefore, not only can schools train teachers through collaboration efforts, teachers can train other teachers. Teachers can specialize in a specific area of technology and share their expertise with other teachers (West, 1995). Of course, an additional goal is to keep ahead of the technologically savvy students.
     Brushy Creek, SC, Elementary school has developed a program entitled "Forward to the Future" (West, 1995). It includes not only technology improvements, but incorporates teacher training as well in order to effectively use the technology with the students.
     Though no standards have been devised for Hamilton County, the National Educational Technology Standards (NETS) for Teachers, a project coordinated by the International Society for Technology in Education (ISTE), offers seven performance standards ("Educational technology ", n.d.). They include technology concepts, integrating technology into the curriculum, assessment, productivity and social and ethical issues. Similarly, NETS provides suggested standards for students and administrators. Currently, Tennessee has adopted the standards for teachers, referenced the standards for administration, and has yet to adopt or reference the standards for students.
     Problems within the current technology framework in HCDE include incompatibility issues with Macintosh and Wintel workstations (Starr, W., Grant, C., 2002). Improvements, however, in the industry have reduced this problem to nearly zero.
     Technical problems are not the only issues concerning computers in education. Unethical behavior such as misuse of the computers, software or connectivity is an issue (West, 1995). Security, repairs and rapidly improving technology remain as additional problems (O'Connell, 1993). To some extent, implementing policy regarding computer use for both teachers and students, and enforcing that policy, helps. 
     Art teachers need to implement education for their students on "intellectual property" regarding not only clipart and photography, for example, but student work as well. By having open discussions regarding this issue, students develop their own value systems with regard to copyright and appropriate use (West, 1995).
Even with staff development and technical issues, there are other factors that are dependent upon successful implementation of technology in the classroom (Hemmerla, 2000). These include the art educator's level of mastery of technology, their actual access to the technology, and their personal biases regarding the use of technology. Those with an existing background in technology will jumpstart a technology program.
     The goal of including technology in the art classroom, or any classroom for that matter, is to better engage students in learning. With the inclusion of computers, students have began self-motivating themselves to produce work. Used as an incentive, computer use can have students creating impressive works of art even without teacher intervention (Dodson, 1996).