Art therapy and technology in secondary education

Abstract

This study focused on how professionals and students of art therapy perceived their level of readiness to comprehend and cope with technology as an art medium and a tool for the job. Students and teachers in secondary schools place a high value on technology. Teams in charge of managing the school make it a priority to guarantee that students in high school have access to computers. Surveys were issued to current art therapy students and working art therapists with a 40% response rate in order to assess the need for technological training. The Art Therapy Association (ATA) members who were either current students or working art therapists were the target audience for the study. Students and qualified professionals were chosen at random from the ATA membership database. The questions covered the present and prior training in technology use, the quality of that training, opinions about future training needs, and demographic information. Technology was defined as the use of computers, related equipment, the internet, and digital-based tools in art therapy practice. The results of the survey revealed that although people who replied had no formal training, they generally incorporated technology into their daily routines.