ABSTRACT
Today’s digital age has witnessed the unprecedented and rapid growth in the use of various forms of information and communication technologies (ICT) in the school-based arts curricula and learning environments (Crow, 2006; Mak and Degennaro, 1999; Webster, 2007; Wood, 2004). This chapter synthesises theoretical and empirical work on ICT-based arts engagement and its potential benefits for cognitive functioning and academic performance. It also examines why engagement in arts activities and use of digital technologies, respectively, are important for students’ learning and educational outcomes. The chapter then reviews research findings showing the practicalities of ICT engagement for arts-related purposes on higher order thinking and academic outcomes using a number of related examples. Drawing on evidence from the AEMEA project, which is described in Chapter 4, the use of digital and computer technologies in the various case study arts classrooms is then discussed. Practical implications of findings for optimising the benefits of engaging in ICT-based arts activities are proposed.
