Type of Document	Dissertation
Author	Komando, Vivian G. Moreira
Author's Email Address	komandov@yahoo.com
URN	etd-04172006-164748
Title	Bridging Information and Communication Technology and Art: A Grounded Theory Study of a High School Collaborative Portrait of Peace
Degree	Doctor of Philosophy
Department	Art Education, Department of
Advisory Committee	Advisor Name Title David Gussak Committee Chair Nick Mazza Committee Member Sally McRorie Committee Member Tom Anderson Committee Member
Keywords	Grounded Theory Peace Art Education Qualitative Study Information Technology ICT Collaboration
Date of Defense	2006-04-17
Availability	unrestricted
Abstract This dissertation focuses on the effectiveness of integrating communication technology, specifically the Internet, to enhance teaching practices. With the foundation of teacher as researcher, the teacher implemented this study under action research utilizing Grounded Theory methods (Glaser, 1992; 1967). The wish was to study and to enhance teaching practice utilizing teaching as inquiry (May, 1997). The foundation of the study used email dialogue and discourse to create Portraits of Peace, an interactive art project. Seeking insights to enhance students’ art making processes, the teacher discovered how collaborative philosophical query could enrich the art making experience and that query need not be contained within the boundaries of the class. This study presents the advantages and challenges found when combining Information Technology / Information and Communication Technology (IT / ICT) in the high school art curricula. It explores students’ understanding of the process of creating through collaboration outside of their immediate sphere of culture and social awareness. In answering the research questions posed, it was found that IT / ICT could effectively be integrated into the high school art curricula through email collaboration that enriched classroom dialogue and enhanced authentic art making. By employing IT / ICT, advantages gained included teacher created opportunities that encouraged discourse and creativity, as well as allowing students to discover their own strategies and methods of problem solving. The use of IT / ICT facilitated a broader development of understanding of community and culture through the dialogue that ensued through cyberspace. Technology addressed the individual, as well as the global perspective or multicultural views. Dialogue made IT / ICT a valid and meaningful mode of communication that was more of a human activity and less of a machine-like experience within the artistic realm. The insights gained, specifically how to use education as a bridge between art and technology (Gigliotti, 2000), are also outlined in an effort to educate students and educators who possess IT / ICT about technological methods to enhance their teaching practice.
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