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Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6* x 9* black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. ProQuest Information and Leaming 300 North Zeeb Road, Ann Arbor, Ml 48106-1346 USA 806-521-0600 UMI' NOTE TO USERS This reproduction is the best copy avaiiabie. UMT A CASE STUDY INVESTIGATION OF LAPTOP TECHNOLOGY FOR ART EDUCATION/VISUAL CULTURE IN AN INTEGRATED/INTERDISCIPLINARY CURRICULUM DISSERTATION Presented in Partial Fulfillment o f the Requirements for the Degree Doctor of Philosophy in the Graduate School o f Ohio State University By Ruth T. Sherman, MEd ***** The Ohio State University 2001 Dissertation Committee: Approved by Professor Patricia Stuhr, Adviser '< u < ~ Professor Georgiana Short Adviser ^ Art Education Graduate Program Professor Christme BaOengee-Morris Professor Vesta Danfel UMI Number. 3031266 Copyright 2001 by Sherman, Ruth T. All rights reserved. UMI’ UMI Microform 3031266 Copyright 2002 by Bell & Howell Information and Leaming Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17. United States Code. Bell & Howell Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor. Ml 48106-1346 Copyright by Ruth T, Sherman 2001 ABSTRACT In this case study I investigated the experiences of 12 teachers, &om several disciplines and grades seven through nine, who went from the traditional classroom teaching and leaming environment to electronic (laptop) classroom teaching and leaming, and one librarian at a Country Day School in a large Midwestern Metropolitan City. Case Study methodology data was triangulated using interviews, observations, audio recording, and completed student assignments. Interviews were conducted using nine-open-ended questions pertaining to educational format change, laptop classroom experience, changing of lesson plans, system innovation suggestions, technology applied to art and interdisciplinary curriculum, student outcomes, and teaching with laptops. The questions were analyzed for direct responses, comparison of responses, similarities and differences noted, and conclusions drawn. Notebook accounts reflected that day’s schedule of interviews and observations by teacher, subject, and grade. Observation data was noted during normal class periods. Interviews were tape-recorded and observations documented. ii Researcher’s interest was in the laptop classroom, as a whole, and how art education would fit into the laptop environment. The research included laptop classroom development of an integrated/interdisciplinary curriculum (IDC) where art is one the four disciplines assigned to this IDC. The study investigated applications of art/visual art within the IDC. CDS art curriculum may be considered in terms of fine art (e.g., painting and drawing) and visual art (e.g., digital imagery, photography, and multimedia). In a couple of the CDS IDC group meetings, several issues arose regarding IDC group’s approach to the IDC development, relationships among disciplines, links across disciplines, adding a new subjects, and time constraints for each discipline without any solutions at that time. Later, resolutions were sought and found. Outcomes in laptop classrooms impacting teaching and leaming are positive. Teachers with access to the Internet and Web sites feel their teaching has been enhanced and original lesson plans did not necessarily have to be changed, just their teaching style. Student documents and products were analyzed by degree of student understanding of teacher assignment. Degree of imderstanding was determined by comparing teacher criteria to student product. m Dedicated to Dr. Patricia Louise Stuhr IV ACKNOWLEDGMENTS I wish to thank Patricia Stuhr and Georgianna Short, Ohio State University Department o f Art Education, for then- time, mentoring, and encouragement which made this dissertation possible. I thank Christine Bailengee-Morris and Vesta Daniel for being committee members and sharing their knowledge. I am grateful to Holly Longfellow, Ohio State University, who patiently edited my document and discussed with me the various aspects o f my dissertation. A special and grateful thanks to Wesley Hogan for supplying additional information when I needed it the most. A special thanks to Dr. Charles Clark, Head of the Coimtry Day School (CDS) for opening the school to me, which enabled me to conduct my research project. I appreciate the assistance of Mr. Joe Hofineister, Director of Technology Department at CDS, for putting things in place with the school staff. 1 thank the CDS teachers for then: willingness to give o f theh time to assist me in my research by participating in interviews and classroom observations. I thank Richard Schwab, Prmcipal of the CDS Middle School, and his boys, Humphrey and Webster, for making my time spent at the school a unique experience. VITA Ruth T. Sherman July 3, 1924...................................... Bom, Menq)his, Tennessee 196 9.................................................Kansas Street Elementary School, Memphis, TN 1970.................................................Sheffield High School, Memphis, TN 1972.................................................Treadwell High School, Memphis, TN 1972.................................................B.S. Art Education, Memphis State University 1975.................................................M ^d. Counseling, Memphis State University 1982-1985 ....................................... Counseling Psychology, Western Michigan University 1984-1987 ...................................... Defense Logistics Services Center, Battle Creek, MI 1997-Present .................................. Graduate Teaching Assocmte, The Ohio State University PUBLICATIONS 1. Defense Logistfes Services Center (DLSC), Tederal Catalog System Training Course Catalog.” Designed and developed by Ruth T. Sherman, 1986. 2. Defense Logistks Services Center (DLSQ, “Federal Catalog System Training Courses: Basic, Advanced, Non-Catakger Personnel, Publications Users, Executive Level Overview.” Designed and wrote trainmg publications fer both instructors and students, Ruth T. Sherman, 1984-1986 3. Defense Logistks Services Center (DLSQ, “Private Sector Seminar fer Contractors domg business with the Government” Designed and developed the Seminar traming curriculum. RuthT. Sherman, 1986. VI FIELDS OF STUDY Major Fields; Art Education: Counseling: Included Clinical Art ther^y vu TABLE OF CONTENTS Page Abstract.................................................................................................................a Dedication ............................................................................................................. iv Acknowledgments ................................................................................................. v Vita.......................................................................................................................vi List of Figures..................................................................................................... xiii Chapters: 1. Introduction..................................................................................................... I 1.1 Background of the study.............................................................. 1 1.2 Statement o f the Problem ............................................................. 5 1.3 Purpose of the study ..................................................................... 9 2. Cincinnati country day school, personnel & curriculum................................... 12 3. Literature Review.......................................................................................... 36 3.1 Introductmn..............................................................................36 32 Traditional classroom, teacher-centered ...................................37 3.3 Genesis of laptop con^uters .....................................................41 3.4 The digital divide ...................................................................... 55 3.4.1 Children with physkal limitations & social constraints .............. 62 3.4.3 Mirant chOdien. ...................................................................... 65 3.4.4 Rural and remote areas............................................................. 66 3.4.5 Homeless children .....................................................................68