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Abstract
One of the most relevant considerations in education and art education today is how the use of computer technology affects teaching and learning. More specifically, art educators are becoming more concerned with how the use of computer technology informs our own educational practices (Dunn, 1996; Gregory, 1996; Heise & Grandgennett, 1996; Prater, 2001; Taylor, 1999; Wilson, 1998). In this article, we discuss the ways that interactive computer technology, specifically hypertext, facilitates an intertextual approach to the practice of creating and teaching thematic units of instruction in K-12 art classrooms.
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Notes on contributors
Pamela G. Taylor
Pamela G. Taylor is Assistant Professor of Art Education at the University of Georgia
B. Stephen Carpenter
B. Stephen Carpenter, II is Associate Professor of Art Education at Virginia Commonwealth University. E-mail: [email protected]. Or: [email protected]