Tchnology is ubiquitous (Delacruz, 2009b). Kids and families, students and communities are plugged in, cued to the latest electronic developments and diversions, ready to creatively adapt them to their own purposes. Scholars and policy makers are increas ingly focused on what teachers need to know about and do with technology. This article is written as a broad, conceptual, and theoretical treatise on the aims of art education in the age of global electronic media, drawing from my own teaching experiences, readings, and insights about the intersections of technology and art education. These aims are actually not as much about technology pedagogy per se as they are about how technology pedagogy may be aligned with growing interests in connecting art education to emerging notions of global1 civil society.
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Elizabeth Manley Delacruz (2009) studied this question.
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