Abstract
he significance of technology in art education is a timely and important issue that must be addressed. I have been studying and writing about this topic, with specific emphasis on computers, for more than ten years. Two general areas have held my attention: 1. How may computers be applied in art education research, instruction, administration, and as a tool for composition and creation? 2. How may individuals schooled in the arts and humanities contribute to understanding and direction of new technologies with emphasis on aesthetic and ethical values? These two questions address how new technologies may be used to understand and direct their applications in a larger socio-aesthetic sense. It is evident that I regard art education as an integral part of general education with responsibilities for meeting goals of general education. Due to this, I have cooperated with the National Science Foundation to create a
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