Technology education

The NSW Board of Studies Creative Arts Syllabus (2006) outlines that students are encouraged to
use a range of technologies in Visual Arts, Music, Drama and Dance, both traditional and
contemporary. The syllabus states that traditional technologies associated with clays, paints, drums,
texts, lighting and props are made use of in teaching and learning in the creative arts. More
contemporary technologies, such as videos, computer programs used to scan and manipulate images
digitally, word- processing programs, computer games, electronic keyboards, computer-based
multimedia and the Internet, are also used. Furthermore, students may also access the Internet to
research the work of artists, musicians, actors, playwrights, performers, dancers, companies,
exhibitions, performances and other arts and cultural events, or to attend online exhibitions and
performances as audience members. By doing this, teachers and students can recognise how the art
forms employ a wide range of traditional and contemporary technologies that contribute to how
they are made, performed and interpreted (NSW Board of Studies, 2006, p.18).
This outline details the different types of technology associated with art, and the varying ways
students can use them within the classroom. However, although the syllabus states that students
should be encouraged to use a range of technologies, it does not specify why they need to. To
further enhance what has been stated, additional information about why students need to be exposed
to, and learn to use, a range of technologies should be included. By providing information about the
benefits of students using technology, such as how it is vital in supporting gifted and talented
learners, as it can, provide a tool, an inspiration, or an independent learning environment, and can
provide a richer and more engaging experience for students with disabilities, teachers can gain a
better understanding of why technology must be included in their learning experiences, and
implement this (Johnson, 2000, para. 10; National Center for Technology Innovation and Center for
Implementing Technology in Education, 2015). In addition, the NSW Creative Arts K-6 Syllabus
(2006) does not identify the possible issues that may arise when integrating ICT in the curriculum,
and the strategies that are available to support teachers in the safe and ethical use of technology. As
discussed by Balanskat, Blamire and Kefala (2006), educators often have difficulty adopting
technologies into the classroom. Such issues teachers may face when integrating technology include
having an insufficient number of computers or copies of software, teachers having a lack of
confidence or insufficient ICT knowledge and skills, and a schools lack of accessibility or training
to integrate ICT into their system (Bingimlas, 2009). In an effort to ensure all teachers are provided
with the support to effectively integrate technology education into the Creative Arts subject,
strategies of how to implement ICT should be mentioned in the NSW Creative Arts Syllabus (2006)
(See Appendix 1).

References
Balanskat, A., Blamire, R., & Kefala, S. (2006). A review of studies of ICT impact on schools in
Europe: European Schoolnet.
Bingimlas, K.A. (2009). Barriers to the Successful Integration of ICT in Teaching and Learning
Environments: A Review of the Literature. In Eurasia Journal of Mathematics, Science &
Technology Education, 5(3), 235-245.
Johnson, D.T. (2000). Teaching Mathematics to Gifted Students in a Mixed-Ability Classroom.
Retrieved from http://www.vtaide.com/png/ERIC/gifted-Math.htm
National Center for Technology Innovation and Center for Implementing Technology in Education.
(2015). Integrating the Arts with Technology: Inspiring Creativity. Retrieved from
http://www.ldonline.org/article/30245/
NSW Board of Studies. (2006). Creative Arts K-6 Syllabus. Sydney: Author.

Appendix 1