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Imagined Possibilities: New Media Theory for Art Education
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, University of North Texas-- Art Education, United States

Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This paper asserts the value of new media theory in a graduate art education multimedia seminar. Exploring ideas such as indeterminancy, surveillance, hypertext, gaming, and activism (as examples) at their theoretical extremes provides a mechanism through which students can interrogate current uses of technology in the production of emerging New Media Objects (Manovich 2002). Moreover, such study helps students imagine the ways in which technology may be used differently in the future. Eschewing the strong desire for students to develop facility with multiple software packages, the class instead focuses energies on limited skill development as a cursory way to explore the larger possibilities that these, and/or other yet to be developed, softwares hold for students in the future. Encouraging graduate students to engage deeply with what could be, the imagined possibilities, before they become ensconced in what is, is a necessity for art educators seeking to retain/recover technology's creative power.

Citation

Wilson McKay, S. (2007). Imagined Possibilities: New Media Theory for Art Education. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 2702-2708). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 30, 2022 from .

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