CALL FOR CHAPTERS: Revolutionizing Arts Education in K-12 Classrooms through Technological Integration.


 Revolutionizing Arts Education in K-12 Classrooms through Technological Integration.

Edited by Dr Narelle Lemon,

Faculty of Education, La Trobe University, Melbourne, Australia 

This book will be a part of the Advances in Early Childhood and K-12 Education (AECKE) book series for IGI Global.

 You are invited to propose a chapter for the upcoming advanced academic publication geared toward the interests of educators, researchers and academicians, which identify methodologies, concepts, tools and applications through reference citations, literature reviews, quantitative/qualitative results and discussions framed around case studies of arts and technology use in K-12 classrooms. The objectives of this book are to:

  • Contribute to the research on productive pedagogies of K-12 educators
  • Promote best practice and pedagogical decisions made in order to design, deliver and/or evaluate K-12 learning experiences that integrate technology in arts education
  • Address a gap that moves forward arts education research about active, innovative and unique practices of using technology in the K-12 classroom
  • Share case studies of educators and learners about their use of technology in the K-12 context of educational settings
  • Propose strategies with evidence
  • Discuss importance of training, professional development and seeing all as learners
  • Promote students as capable users who can teach others (both students and teachers)
  • Contribute to the use of technologies in all learning spaces including museums, art galleries, public spaces, virtual, home, school, and so on
  • Contributes to evidence in how technology in arts can contribute to the personal, social, professional and cultural lives of individuals


There are many K-12 arts educators, in the fields of dance, drama, media arts, music, and visual arts, who integrate digital technologies into their teaching to support creating and making or exploring and responding with innovative purposes. There are however, just as many who do not consider digital technologies a part of arts education or know how to meaningfully consider the appropriate digital technology to enhance the learning experience.  For each of the fields within arts education, and indeed for arts education itself, innovative practices are occurring as well as challenges emerging in productive pedagogies, self efficacy, resourcing, time, and ability to access a community of peers and colleagues who can inspire, motivate and engage our practices. Observations can be made internationally about K-12 arts education being undervalues, cut or marginalized yet much innovation practice is being undertaken to promote and in many ways validate arts. Integration of technology is one of the contributors to supporting shared visions, innovative arts practices and high levels of engagement for learners with arts and indeed the bigger picture of being able to explore meaning making to understand the world.  This book disrupts the discourse of questioning surrounding the place of arts in K-12 education and celebrates the innovative partnership between arts and technology to engage learners. Highlighted are the unique and innovative practices that promote engagement with creating and making as well as exploring and responding through, with and in the arts in partnership with interdisciplinary skills such as thinking, refection, metacognition, communication and problem solving.

The use of digital technology is expanding the learning and teaching possibilities of arts education for both areas of creating and making, and exploring and responding. Opportunities for extension in innovative practice are available, whereby curriculum design and good pedagogy underpin new tools existing for arts educators. These technologies provide new opportunities and changing roles for art teachers in the 21st century (McCann, et al., 1998).  A shift, however, does have to occur in the uptake; a different way of looking and transferring pedagogical skills and designing curriculum. Technology itself will not deliver or support innovative and meaningful learning. Rather, the why, what, how as well as purposeful application needs to be considered and planned for.

An understanding of technology is central to young people’s preparedness for life while empowering individuals to participate appropriately in understanding the impact technology has on their lives, and how it contributes significantly to the personal, social, professional and cultural lives of everyone (Tapscott, 1998; Groundwater-Smith, Ewing & Le Cornu, 2007; Thomson, et al., 2010). Building students’ capacity to engage with technology in the arts classroom supports the development of young peoples’ understanding of personal, social and global contexts. Building capacity also scaffolds the understanding of technology in different contexts (Key & Stillman, 2009; Thomson, et al., 2010).  In order to think about digital technologies in the arts classroom, teachers are required to think about and address their own use, beliefs and skills.  But in regards to application in the art classroom what does this actually mean? New communication technologies open up new possibilities for use in the classroom but to keep up to date is an onerous task. Not only must there be consideration for how to use the digital technology but then there is the transference to personal use and then of course the extension of this for use in the classroom for meaningful learning experiences. These experiences in turn not only enhance young people’s learning but also take into account their previous experiences with this technology.

This book intends to bring together a variety of perspectives from educators who are and have worked in the K-12 arts classroom. Specifically lived experiences shared provide insights into pedagogical decisions, teacher and students voice, and innovative practices that meaningful integrate a digital technology for the purposes of learning and/or teaching.  “Current scholarship in education and pedagogy has raised new awareness about the presence of many voices, viewpoints, ways of knowing and being in schools and society, and of the necessity for teaching methods which acknowledge this” (Beattie, 2000, p. 19), this book highlights these perspectives and invites the reader to engage with possibilities of considering the technology for their practice. The often unheard and unsayable stories of arts educators provide the opportunity to consider, adapt, implement, and influence what is possible in critically thinking about and reflecting on the purpose of technology in the arts K-12 classroom when creating and making, or exploring and responding.  These case studies invite the reader is prompted to think about issues of equity, equality and access for arts education within the educational landscape situated with the school classroom, gallery and museum, organisations or institutions that support learning where catalytic, negative, social and ethical areas are highlighted.

Indexing Keywords: Arts Education (Dance, Drama, Media arts, Music, and Visual arts); Mobile technologies; Digital technologies; Social media; Integration; Blended learning; Online learning; Student centered learning; Pedagogy; Inquiry

Word length:

8,000 to 10,000 words with APA6 referencing style and including images, figures and table where relevant to represent your case study/studies.


28 February 2014 Proposal submission due date (Include these details: abstract 250 words, proposed chapter outline and focus, keywords, how fits into K-12 educational contexts (i.e.: age or grade level, focus within the arts, technology focus), and author(s) contact details and institution.
14 March 2014 Notification of acceptance
30 June 2014 Full chapter submission
1 July – 15 August 2014 Review Period (authors will be invited to peer review)
30 August 2014 Review Results Returned
30 September Final Chapter Deadline


Contact for further information:

Dr Narelle Lemon


Twitter: @rellypops


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