| In this case study I investigated the experiences of 12 teachers, from several disciplines and grades seven through nine, who went from the traditional classroom teaching and learning environment to electronic (laptop) classroom teaching and learning, 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.; 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 learning 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 understanding was determined by comparing teacher criteria to student product. |
